window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_64633": {
"type": "attachments",
"id": "mindshift_64633",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64633",
"found": true
},
"title": null,
"publishDate": 1725747626,
"status": "inherit",
"parent": 64628,
"modified": 1725747748,
"caption": null,
"credit": "iStock/ijeab",
"altTag": "One student in a white tshirt and another student in a yellow tshirt sit at.a desk with pencils in hand and several books laying open on the desk.",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-2048x1365.jpg",
"width": 2048,
"height": 1365,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1459886588.jpg",
"width": 2121,
"height": 1414
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64578": {
"type": "attachments",
"id": "mindshift_64578",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64578",
"found": true
},
"title": "Math Education",
"publishDate": 1724950133,
"status": "inherit",
"parent": 64575,
"modified": 1724950183,
"caption": null,
"credit": "wildpixel/iStock",
"altTag": "Colorful number form the shape of a head in profile. Numbers also float above the head.",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-800x449.jpg",
"width": 800,
"height": 449,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-1020x573.jpg",
"width": 1020,
"height": 573,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-160x90.jpg",
"width": 160,
"height": 90,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-768x431.jpg",
"width": 768,
"height": 431,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-1536x862.jpg",
"width": 1536,
"height": 862,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-2048x1150.jpg",
"width": 2048,
"height": 1150,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976-1920x1078.jpg",
"width": 1920,
"height": 1078,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/iStock-1896656976.jpg",
"width": 2310,
"height": 1297
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64535": {
"type": "attachments",
"id": "mindshift_64535",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64535",
"found": true
},
"title": null,
"publishDate": 1724639444,
"status": "inherit",
"parent": 64532,
"modified": 1724641074,
"caption": null,
"credit": "BestForBest/iStock",
"altTag": "Purple chat bot on a black background surrounded by 0s and 1s",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-800x608.jpg",
"width": 800,
"height": 608,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-1020x775.jpg",
"width": 1020,
"height": 775,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-160x122.jpg",
"width": 160,
"height": 122,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-768x584.jpg",
"width": 768,
"height": 584,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-1536x1167.jpg",
"width": 1536,
"height": 1167,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-2048x1556.jpg",
"width": 2048,
"height": 1556,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-1920x1459.jpg",
"width": 1920,
"height": 1459,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1818132180-scaled.jpg",
"width": 2560,
"height": 1945
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64517": {
"type": "attachments",
"id": "mindshift_64517",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64517",
"found": true
},
"title": null,
"publishDate": 1724242945,
"status": "inherit",
"parent": 64516,
"modified": 1724243995,
"caption": null,
"credit": "paulaphoto/iStock",
"altTag": "A Black father and child hug in a room with light shining through glass doors",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-800x397.jpg",
"width": 800,
"height": 397,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-1020x507.jpg",
"width": 1020,
"height": 507,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-160x79.jpg",
"width": 160,
"height": 79,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-768x381.jpg",
"width": 768,
"height": 381,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-1536x763.jpg",
"width": 1536,
"height": 763,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-2048x1017.jpg",
"width": 2048,
"height": 1017,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-1920x953.jpg",
"width": 1920,
"height": 953,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1279276909-scaled.jpg",
"width": 2560,
"height": 1271
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64504": {
"type": "attachments",
"id": "mindshift_64504",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64504",
"found": true
},
"title": "PP-academicrecovery-FEAT-scaled",
"publishDate": 1723835651,
"status": "inherit",
"parent": 64499,
"modified": 1724100724,
"caption": null,
"credit": "Shane Bevel/The Hechinger Report",
"altTag": null,
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-800x456.jpg",
"width": 800,
"height": 456,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-1020x581.jpg",
"width": 1020,
"height": 581,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-160x91.jpg",
"width": 160,
"height": 91,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-768x437.jpg",
"width": 768,
"height": 437,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-1536x875.jpg",
"width": 1536,
"height": 875,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-2048x1166.jpg",
"width": 2048,
"height": 1166,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-1920x1094.jpg",
"width": 1920,
"height": 1094,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/PP-academicrecovery-FEAT-scaled-1-e1723835694722.jpg",
"width": 1920,
"height": 1094
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64412": {
"type": "attachments",
"id": "mindshift_64412",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64412",
"found": true
},
"title": "Close up of a report card with a pen",
"publishDate": 1723216423,
"status": "inherit",
"parent": 64409,
"modified": 1723217591,
"caption": null,
"credit": "iStock/Filmwork",
"altTag": "Closeup image of a school progress report with a pen",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-800x535.jpg",
"width": 800,
"height": 535,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-1020x683.jpg",
"width": 1020,
"height": 683,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-768x514.jpg",
"width": 768,
"height": 514,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-1536x1028.jpg",
"width": 1536,
"height": 1028,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-2048x1370.jpg",
"width": 2048,
"height": 1370,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389-1920x1285.jpg",
"width": 1920,
"height": 1285,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-140269389.jpg",
"width": 2116,
"height": 1416
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64366": {
"type": "attachments",
"id": "mindshift_64366",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64366",
"found": true
},
"title": null,
"publishDate": 1722617910,
"status": "inherit",
"parent": 64358,
"modified": 1722617970,
"caption": null,
"credit": "olesiabilkei/iStock",
"altTag": "very young child sits on the floor and plays with a colorful abacus",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-800x523.jpg",
"width": 800,
"height": 523,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-1020x667.jpg",
"width": 1020,
"height": 667,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-160x105.jpg",
"width": 160,
"height": 105,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-768x502.jpg",
"width": 768,
"height": 502,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-1536x1005.jpg",
"width": 1536,
"height": 1005,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-2048x1339.jpg",
"width": 2048,
"height": 1339,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-1920x1256.jpg",
"width": 1920,
"height": 1256,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/iStock-1341832917-scaled.jpg",
"width": 2560,
"height": 1674
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64198": {
"type": "attachments",
"id": "mindshift_64198",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64198",
"found": true
},
"title": "barshay tutoring",
"publishDate": 1720560271,
"status": "inherit",
"parent": 64197,
"modified": 1720560292,
"caption": null,
"credit": "Jill Barshay/Hechinger Report",
"altTag": null,
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-800x600.jpg",
"width": 800,
"height": 600,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-1020x765.jpg",
"width": 1020,
"height": 765,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-160x120.jpg",
"width": 160,
"height": 120,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-768x576.jpg",
"width": 768,
"height": 576,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-1536x1152.jpg",
"width": 1536,
"height": 1152,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-2048x1536.jpg",
"width": 2048,
"height": 1536,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring-1920x1440.jpg",
"width": 1920,
"height": 1440,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/barshay-tutoring.jpg",
"width": 2560,
"height": 1920
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64156": {
"type": "attachments",
"id": "mindshift_64156",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64156",
"found": true
},
"title": "Portrait of happy lovely family arabic muslim mother and little muslim girls child with hijab dress smiling and having fun kissing together in summer park",
"publishDate": 1720105124,
"status": "inherit",
"parent": 64150,
"modified": 1720105195,
"caption": null,
"credit": "arto_canon/iStock",
"altTag": "A child with two French braids and an adult woman wearing a patterned hijab face each other with smiles. The woman holds the child's face in her hands.",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-800x534.jpg",
"width": 800,
"height": 534,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-2048x1366.jpg",
"width": 2048,
"height": 1366,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726-1920x1281.jpg",
"width": 1920,
"height": 1281,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1187746726.jpg",
"width": 2120,
"height": 1414
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64149": {
"type": "attachments",
"id": "mindshift_64149",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64149",
"found": true
},
"title": "Tiny Characters around Huge Mobile with Robot Assistant. Artificial Intelligence in Human Life. Chatbot Help Clients Online Answer Questions, Ai Cyborgs Faq Service. Cartoon People Vector Illustration",
"publishDate": 1720030539,
"status": "inherit",
"parent": 64139,
"modified": 1720030611,
"caption": null,
"credit": "lemono/iStock",
"altTag": "illustration of a smartphone with a robot on the screen. Small humans sit and stand near the phone sending text bubbles to the robot.",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-2048x1365.jpg",
"width": 2048,
"height": 1365,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1248160387.jpg",
"width": 2121,
"height": 1414
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64160": {
"type": "attachments",
"id": "mindshift_64160",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64160",
"found": true
},
"title": "chalkbeat",
"publishDate": 1720203876,
"status": "inherit",
"parent": 64159,
"modified": 1720203932,
"caption": "A new report finds that schools may need to direct additional support to early elementary schoolers who are struggling to progress in reading and math following pandemic disruptions to their early childhood experiences.",
"credit": "Alex Zimmerman/Chalkbeat",
"altTag": null,
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-800x533.jpeg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-1020x680.jpeg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-160x107.jpeg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-768x512.jpeg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-1536x1023.jpeg",
"width": 1536,
"height": 1023,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-672x372.jpeg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat-1038x576.jpeg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/chalkbeat.jpeg",
"width": 1600,
"height": 1066
}
},
"isLoading": false,
"fetchFailed": false
},
"mindshift_64128": {
"type": "attachments",
"id": "mindshift_64128",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "64128",
"found": true
},
"title": null,
"publishDate": 1719605320,
"status": "inherit",
"parent": 64123,
"modified": 1719605399,
"caption": null,
"credit": "jacoblund/iStock",
"altTag": "Male teacher greets young children at classroom door.",
"description": null,
"imgSizes": {
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-800x534.jpg",
"width": 800,
"height": 534,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"2048x2048": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-2048x1366.jpg",
"width": 2048,
"height": 1366,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214-1920x1281.jpg",
"width": 1920,
"height": 1281,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/iStock-1477820214.jpg",
"width": 2120,
"height": 1414
}
},
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_64628": {
"type": "authors",
"id": "byline_mindshift_64628",
"meta": {
"override": true
},
"slug": "byline_mindshift_64628",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64575": {
"type": "authors",
"id": "byline_mindshift_64575",
"meta": {
"override": true
},
"slug": "byline_mindshift_64575",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64532": {
"type": "authors",
"id": "byline_mindshift_64532",
"meta": {
"override": true
},
"slug": "byline_mindshift_64532",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64516": {
"type": "authors",
"id": "byline_mindshift_64516",
"meta": {
"override": true
},
"slug": "byline_mindshift_64516",
"name": "Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>",
"isLoading": false
},
"byline_mindshift_64499": {
"type": "authors",
"id": "byline_mindshift_64499",
"meta": {
"override": true
},
"slug": "byline_mindshift_64499",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64409": {
"type": "authors",
"id": "byline_mindshift_64409",
"meta": {
"override": true
},
"slug": "byline_mindshift_64409",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64358": {
"type": "authors",
"id": "byline_mindshift_64358",
"meta": {
"override": true
},
"slug": "byline_mindshift_64358",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64197": {
"type": "authors",
"id": "byline_mindshift_64197",
"meta": {
"override": true
},
"slug": "byline_mindshift_64197",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64150": {
"type": "authors",
"id": "byline_mindshift_64150",
"meta": {
"override": true
},
"slug": "byline_mindshift_64150",
"name": "Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>",
"isLoading": false
},
"byline_mindshift_64139": {
"type": "authors",
"id": "byline_mindshift_64139",
"meta": {
"override": true
},
"slug": "byline_mindshift_64139",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_64159": {
"type": "authors",
"id": "byline_mindshift_64159",
"meta": {
"override": true
},
"slug": "byline_mindshift_64159",
"name": "Kalyn Belsha, Chalkbeat",
"isLoading": false
},
"byline_mindshift_64123": {
"type": "authors",
"id": "byline_mindshift_64123",
"meta": {
"override": true
},
"slug": "byline_mindshift_64123",
"name": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"isLoading": false
}
},
"pagesReducer": {
"mindshift_category_education-research": {
"type": "terms",
"id": "mindshift_21504",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21504",
"score": 14.405943
},
"featImg": null,
"name": "Education research",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Education research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20776,
"slug": "education-research",
"isLoading": false,
"title": "Education research",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 8
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=education-research",
"seeMore": false,
"paginated": true,
"page": 8
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_64628": {
"type": "posts",
"id": "mindshift_64628",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64628",
"score": null,
"sort": [
1725876058000
]
},
"guestAuthors": [],
"slug": "can-tutoring-at-scale-lead-to-academic-recovery-one-advocates-new-study-yields-underwhelming-results",
"title": "Can Tutoring at Scale Lead to Academic Recovery? One Advocate's New Study Yields Underwhelming Results",
"publishDate": 1725876058,
"format": "standard",
"headTitle": "Can Tutoring at Scale Lead to Academic Recovery? One Advocate’s New Study Yields Underwhelming Results | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, an associate professor of education and economics at Brown University, was an \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/getting-tutoring-right-to-reduce-covid-19-learning-loss/\">\u003cspan style=\"font-weight: 400\">early proponent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of giving tutors — ordinarily a luxury for the rich — to the masses after the pandemic. The research evidence was strong; more than a hundred studies had shown remarkable academic gains for students who were frequently tutored every week at school. Sometimes, they caught up two grade levels in a single year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After COVID-19 shuttered schools in the spring of 2020, Kraft along with a small group of academics lobbied the Biden administration to urge schools to invest in this kind of intensive tutoring across the nation to help students catch up from pandemic learning losses. \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp#tutoring-may24-chart-1.\">\u003cspan style=\"font-weight: 400\">Many schools did\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — or tried to do so. Now, in a moment of scholarly honesty and reflection, Kraft has produced a study showing that tutoring the masses isn’t so easy — even with \u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">billions of dollars from Uncle Sam\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, which was posted online in \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-1030\">\u003cspan style=\"font-weight: 400\">late August 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tracked almost 7,000 students who were tutored in Nashville, Tennessee, and calculated how much of their academic progress could be attributed to the sessions of tutoring they received at school between 2021 and 2023. Kraft and his research team found that tutoring produced only a small boost to reading test scores, on average, and no improvement in math. Tutoring failed to lift course grades in either subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These results are not as large as many in the education sector had hoped,” said Kraft in an interview. That’s something of an academic understatement. The one and only positive result for students was a tiny fraction of what earlier tutoring studies had found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was and continue to be incredibly impressed with the rigorous and wide body of evidence that exists for tutoring and the large average effects that those studies produced,” said Kraft. “I don’t think I paid as much attention to whether those tutoring programs were as applicable to post-COVID era tutoring at scale.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Going forward, Kraft said he and other researchers need to “recalibrate” or adjust expectations around the “eye-popping” or very large impacts that previous small-scale tutoring programs have achieved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft described the Nashville program as “multiple orders of magnitude” larger than the pre-COVID tutoring studies. Those were often less than 50 students, while some involved a few hundred. Only a handful included over 1,000 students. Nashville’s tutoring program reached almost 7,000 students, roughly 10% of the district’s student population. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cspan style=\"font-weight: 400\">Tennessee was a trailblazer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in tutoring after the pandemic. State lawmakers appropriated \u003c/span>\u003ca href=\"https://www.tn.gov/education/tn-all-corps.html\">\u003cspan style=\"font-weight: 400\">extra funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools to launch large tutoring programs, even before the \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\">\u003cspan style=\"font-weight: 400\">Biden administration urged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> schools around the nation to do the same with their federal COVID recovery funds. Nashville partnered with researchers, including Kraft, to study its ramp up and outcomes for students to help advise on improvements along the way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the launching of any big new program, Nashville hit a series of snags. Early administrators were overwhelmed with “14 bazillion emails,” as educators described them to researchers in the study, before they hired enough staff to coordinate the tutoring program. They first tried online tutoring. But too much time and effort was wasted setting kids up on computers, coping with software problems, and searching for missing headphones. Some children had to sit in the hallway with their tablets and headphones; it was hard to concentrate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, \u003ca href=\"https://www.kqed.org/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups\">remote tutors\u003c/a> were frustrated by not being able to talk with teachers regularly. Often there was redundancy with tutors being told to teach topics identical to what the students were learning in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the tutoring lessons was in turmoil, too. The city scrapped its math curriculum midway. Different grades required different reading curricula. For each of them, Nashville educators needed to create tutor guides and student workbooks from scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually the city switched course and replaced its remote tutors, who were college student volunteers, with teachers at the school who could tutor in-person. That eliminated the headaches of troublesome technology. Also, teachers could adjust the tutoring lessons to avoid repeating exactly what they had taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But school teachers were fewer in number and couldn’t serve as many students as an army of remote volunteers. Instead of one tutor for each student, teachers worked with three or four students at a time. Even after tripling and quadrupling up, there weren’t enough teachers to tutor everyone during school hours. Half the students had their tutoring sessions scheduled immediately before or right after school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews, teachers said they enjoyed the stronger relationships they were building with their students. But there were tradeoffs. The extra tutoring work raised concerns about teacher burnout.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the flux, some things improved as the tutoring program evolved. The average number of tutoring sessions that students attended increased from 16 sessions in the earlier semesters to 24 sessions per semester by spring of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why the academic gains for students weren’t stronger is unclear. One of Kraft’s theories is that Nashville asked tutors to teach grade-level skills and topics, similar to what the children were also learning in their classrooms and what the state tests would assess. But many students were months, even years behind grade level, and may have needed to learn rudimentary skills before being able to grasp more advanced topics. (This problem surprised me because I thought the whole purpose of tutoring was to fill in missing skills and knowledge!) In the data, average students in the middle of the achievement distribution showed the greatest gains from Nashville’s tutoring program. Students at the bottom and top didn’t progress much, or at all. (See the graph below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s most important is that we figure out what tutoring programs and design features work best for which students,” Kraft said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Average students in the middle of the achievement distribution gained the most from Nashville’s tutoring program, while students who were the most behind did not catch up much\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64629\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64629 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1.png\" alt=\"\" width=\"780\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-160x63.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-768x303.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Kraft, Matthew A., Danielle Sanderson Edwards, and Marisa Cannata. (2024). The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the disappointing academic gains from tutoring may be related to the individualized attention that many students were also receiving at Nashville’s schools. Tutoring often took place during frequently scheduled periods of “Personalized Learning Time” for students, and even students not selected for tutoring received other instruction during this period, such as small-group work with a teacher or individual services for children with special needs. Another set of students was assigned independent practice work using advanced educational software that adapts to a student’s level. To demonstrate positive results in this study, tutoring would have had to outperform all these other interventions. It’s possible that these other interventions are as powerful as tutoring. Earlier pre-COVID studies of tutoring generally compared the gains against those of students who had nothing more than traditional whole class instruction. That’s a starker comparison. (To be sure, one would still have hoped to see stronger results for tutoring as the Nashville program migrated to outside of school hours; students who received both tutoring and personalized learning time should have meaningfully outperformed students who had only the personalized learning time.)\u003c/span>\u003c/p>\n\u003cp>Other post-pandemic tutoring research has been rosier. A\u003ca href=\"https://url.us.m.mimecastprotect.com/s/1wkbCQWOVBTlJGNpcPhpCGWLaF?domain=educationlab.uchicago.edu\" target=\"_blank\" rel=\"noopener noreferrer\"> smaller study of frequent in-school tutoring in Chicago and Atlanta\u003c/a>, released in March 2024, found giant gains for students in math, enough to totally undo learning losses for the average student. However, those results were achieved by only three-quarters of the roughly 800 students who had been assigned to receive tutoring and actually attended sessions.*\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft argued that schools should not abandon tutoring just because it’s not a silver bullet for academic recovery after COVID. “I worry,” he said, “that we may excuse ourselves from the hard work of iterative experimentation and continuous improvement by saying that we didn’t get the eye-popping results that we had hoped for right out of the gate, and therefore it’s not the solution that we should continue to invest in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Iteratively is how the business world innovates too. I’m a former business reporter, and this rocky effort to bring tutoring to schools reminds me of how Levi’s introduced custom-made jeans for the masses in the 1990s. These “personal pairs” didn’t cost much more than traditional mass-produced jeans, but it was time consuming for clerks to take measurements, often the jeans didn’t fit and reorders were a hassle. Levi’s \u003c/span>\u003ca href=\"https://mass-customization.blogs.com/mass_customization_open_i/2005/12/repost_analysis.html\">\u003cspan style=\"font-weight: 400\">pulled the plug\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2003. Eventually it brought back custom jeans — truly bespoke ones made by a master tailor at \u003c/span>\u003ca href=\"https://www.levistrauss.com/2013/09/23/sewing-secret-master-tailor/\">\u003cspan style=\"font-weight: 400\">$750\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or more a pop. For the masses? Maybe not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wonder if customized instruction can be accomplished at scale at an affordable price. To really help students who are behind, tutors will need to diagnose each student’s learning gaps, and then develop a customized learning plan for each student. That’s pricey, and maybe impossible to do for millions of students all over the country. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\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\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story incorrectly stated how many students were assigned to receive tutoring in the Chicago and Atlanta experiment. Only 784 students were to be tutored out of 1,540 students in the study. About three-quarters of those 784 students received tutoring. The sentence was also revised to clarify which students’ math outcomes drove the results.\u003c/em>\u003c/p>\n\n",
"blocks": [],
"excerpt": "Pre-COVID tutoring studies often were small. A new study with almost 7,000 students showed little to no impact from tutoring.",
"status": "publish",
"parent": 0,
"modified": 1726839913,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 27,
"wordCount": 1690
},
"headData": {
"title": "Can Tutoring at Scale Lead to Academic Recovery? One Advocate's New Study Yields Underwhelming Results | KQED",
"description": "Pre-COVID tutoring studies often were small. A new study with almost 7,000 students showed little to no impact from tutoring.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Pre-COVID tutoring studies often were small. A new study with almost 7,000 students showed little to no impact from tutoring.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Tutoring at Scale Lead to Academic Recovery? One Advocate's New Study Yields Underwhelming Results",
"datePublished": "2024-09-09T03:00:58-07:00",
"dateModified": "2024-09-20T06:45:13-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"nprStoryId": "kqed-64628",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64628/can-tutoring-at-scale-lead-to-academic-recovery-one-advocates-new-study-yields-underwhelming-results",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, an associate professor of education and economics at Brown University, was an \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/getting-tutoring-right-to-reduce-covid-19-learning-loss/\">\u003cspan style=\"font-weight: 400\">early proponent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of giving tutors — ordinarily a luxury for the rich — to the masses after the pandemic. The research evidence was strong; more than a hundred studies had shown remarkable academic gains for students who were frequently tutored every week at school. Sometimes, they caught up two grade levels in a single year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After COVID-19 shuttered schools in the spring of 2020, Kraft along with a small group of academics lobbied the Biden administration to urge schools to invest in this kind of intensive tutoring across the nation to help students catch up from pandemic learning losses. \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp#tutoring-may24-chart-1.\">\u003cspan style=\"font-weight: 400\">Many schools did\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — or tried to do so. Now, in a moment of scholarly honesty and reflection, Kraft has produced a study showing that tutoring the masses isn’t so easy — even with \u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">billions of dollars from Uncle Sam\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, which was posted online in \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-1030\">\u003cspan style=\"font-weight: 400\">late August 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tracked almost 7,000 students who were tutored in Nashville, Tennessee, and calculated how much of their academic progress could be attributed to the sessions of tutoring they received at school between 2021 and 2023. Kraft and his research team found that tutoring produced only a small boost to reading test scores, on average, and no improvement in math. Tutoring failed to lift course grades in either subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These results are not as large as many in the education sector had hoped,” said Kraft in an interview. That’s something of an academic understatement. The one and only positive result for students was a tiny fraction of what earlier tutoring studies had found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was and continue to be incredibly impressed with the rigorous and wide body of evidence that exists for tutoring and the large average effects that those studies produced,” said Kraft. “I don’t think I paid as much attention to whether those tutoring programs were as applicable to post-COVID era tutoring at scale.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Going forward, Kraft said he and other researchers need to “recalibrate” or adjust expectations around the “eye-popping” or very large impacts that previous small-scale tutoring programs have achieved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft described the Nashville program as “multiple orders of magnitude” larger than the pre-COVID tutoring studies. Those were often less than 50 students, while some involved a few hundred. Only a handful included over 1,000 students. Nashville’s tutoring program reached almost 7,000 students, roughly 10% of the district’s student population. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cspan style=\"font-weight: 400\">Tennessee was a trailblazer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in tutoring after the pandemic. State lawmakers appropriated \u003c/span>\u003ca href=\"https://www.tn.gov/education/tn-all-corps.html\">\u003cspan style=\"font-weight: 400\">extra funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools to launch large tutoring programs, even before the \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\">\u003cspan style=\"font-weight: 400\">Biden administration urged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> schools around the nation to do the same with their federal COVID recovery funds. Nashville partnered with researchers, including Kraft, to study its ramp up and outcomes for students to help advise on improvements along the way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the launching of any big new program, Nashville hit a series of snags. Early administrators were overwhelmed with “14 bazillion emails,” as educators described them to researchers in the study, before they hired enough staff to coordinate the tutoring program. They first tried online tutoring. But too much time and effort was wasted setting kids up on computers, coping with software problems, and searching for missing headphones. Some children had to sit in the hallway with their tablets and headphones; it was hard to concentrate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, \u003ca href=\"https://www.kqed.org/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups\">remote tutors\u003c/a> were frustrated by not being able to talk with teachers regularly. Often there was redundancy with tutors being told to teach topics identical to what the students were learning in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the tutoring lessons was in turmoil, too. The city scrapped its math curriculum midway. Different grades required different reading curricula. For each of them, Nashville educators needed to create tutor guides and student workbooks from scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually the city switched course and replaced its remote tutors, who were college student volunteers, with teachers at the school who could tutor in-person. That eliminated the headaches of troublesome technology. Also, teachers could adjust the tutoring lessons to avoid repeating exactly what they had taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But school teachers were fewer in number and couldn’t serve as many students as an army of remote volunteers. Instead of one tutor for each student, teachers worked with three or four students at a time. Even after tripling and quadrupling up, there weren’t enough teachers to tutor everyone during school hours. Half the students had their tutoring sessions scheduled immediately before or right after school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews, teachers said they enjoyed the stronger relationships they were building with their students. But there were tradeoffs. The extra tutoring work raised concerns about teacher burnout.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the flux, some things improved as the tutoring program evolved. The average number of tutoring sessions that students attended increased from 16 sessions in the earlier semesters to 24 sessions per semester by spring of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why the academic gains for students weren’t stronger is unclear. One of Kraft’s theories is that Nashville asked tutors to teach grade-level skills and topics, similar to what the children were also learning in their classrooms and what the state tests would assess. But many students were months, even years behind grade level, and may have needed to learn rudimentary skills before being able to grasp more advanced topics. (This problem surprised me because I thought the whole purpose of tutoring was to fill in missing skills and knowledge!) In the data, average students in the middle of the achievement distribution showed the greatest gains from Nashville’s tutoring program. Students at the bottom and top didn’t progress much, or at all. (See the graph below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s most important is that we figure out what tutoring programs and design features work best for which students,” Kraft said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Average students in the middle of the achievement distribution gained the most from Nashville’s tutoring program, while students who were the most behind did not catch up much\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64629\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64629 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1.png\" alt=\"\" width=\"780\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-160x63.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-768x303.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Kraft, Matthew A., Danielle Sanderson Edwards, and Marisa Cannata. (2024). The Scaling Dynamics and Causal Effects of a District-Operated Tutoring Program.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the disappointing academic gains from tutoring may be related to the individualized attention that many students were also receiving at Nashville’s schools. Tutoring often took place during frequently scheduled periods of “Personalized Learning Time” for students, and even students not selected for tutoring received other instruction during this period, such as small-group work with a teacher or individual services for children with special needs. Another set of students was assigned independent practice work using advanced educational software that adapts to a student’s level. To demonstrate positive results in this study, tutoring would have had to outperform all these other interventions. It’s possible that these other interventions are as powerful as tutoring. Earlier pre-COVID studies of tutoring generally compared the gains against those of students who had nothing more than traditional whole class instruction. That’s a starker comparison. (To be sure, one would still have hoped to see stronger results for tutoring as the Nashville program migrated to outside of school hours; students who received both tutoring and personalized learning time should have meaningfully outperformed students who had only the personalized learning time.)\u003c/span>\u003c/p>\n\u003cp>Other post-pandemic tutoring research has been rosier. A\u003ca href=\"https://url.us.m.mimecastprotect.com/s/1wkbCQWOVBTlJGNpcPhpCGWLaF?domain=educationlab.uchicago.edu\" target=\"_blank\" rel=\"noopener noreferrer\"> smaller study of frequent in-school tutoring in Chicago and Atlanta\u003c/a>, released in March 2024, found giant gains for students in math, enough to totally undo learning losses for the average student. However, those results were achieved by only three-quarters of the roughly 800 students who had been assigned to receive tutoring and actually attended sessions.*\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft argued that schools should not abandon tutoring just because it’s not a silver bullet for academic recovery after COVID. “I worry,” he said, “that we may excuse ourselves from the hard work of iterative experimentation and continuous improvement by saying that we didn’t get the eye-popping results that we had hoped for right out of the gate, and therefore it’s not the solution that we should continue to invest in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Iteratively is how the business world innovates too. I’m a former business reporter, and this rocky effort to bring tutoring to schools reminds me of how Levi’s introduced custom-made jeans for the masses in the 1990s. These “personal pairs” didn’t cost much more than traditional mass-produced jeans, but it was time consuming for clerks to take measurements, often the jeans didn’t fit and reorders were a hassle. Levi’s \u003c/span>\u003ca href=\"https://mass-customization.blogs.com/mass_customization_open_i/2005/12/repost_analysis.html\">\u003cspan style=\"font-weight: 400\">pulled the plug\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2003. Eventually it brought back custom jeans — truly bespoke ones made by a master tailor at \u003c/span>\u003ca href=\"https://www.levistrauss.com/2013/09/23/sewing-secret-master-tailor/\">\u003cspan style=\"font-weight: 400\">$750\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or more a pop. For the masses? Maybe not. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wonder if customized instruction can be accomplished at scale at an affordable price. To really help students who are behind, tutors will need to diagnose each student’s learning gaps, and then develop a customized learning plan for each student. That’s pricey, and maybe impossible to do for millions of students all over the country. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\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\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story incorrectly stated how many students were assigned to receive tutoring in the Chicago and Atlanta experiment. Only 784 students were to be tutored out of 1,540 students in the study. About three-quarters of those 784 students received tutoring. The sentence was also revised to clarify which students’ math outcomes drove the results.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64628/can-tutoring-at-scale-lead-to-academic-recovery-one-advocates-new-study-yields-underwhelming-results",
"authors": [
"byline_mindshift_64628"
],
"categories": [
"mindshift_21345",
"mindshift_21504"
],
"tags": [
"mindshift_21539",
"mindshift_21413"
],
"featImg": "mindshift_64633",
"label": "mindshift"
},
"mindshift_64575": {
"type": "posts",
"id": "mindshift_64575",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64575",
"score": null,
"sort": [
1725271231000
]
},
"guestAuthors": [],
"slug": "kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests",
"title": "Kids Who Use ChatGPT as a Study Assistant Do Worse on Tests",
"publishDate": 1725271231,
"format": "standard",
"headTitle": "Kids Who Use ChatGPT as a Study Assistant Do Worse on Tests | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>Does AI actually help students learn? A recent experiment in a high school provides a cautionary tale.\u003c/p>\n\u003cp>Researchers at the University of Pennsylvania found that Turkish high school students who had access to ChatGPT while doing practice math problems did worse on a math test compared with students who didn’t have access to ChatGPT. Those with ChatGPT solved 48% more of the practice problems correctly, but they ultimately scored 17% worse on a test of the topic that the students were learning.\u003c/p>\n\u003cp>A third group of students had access to a revised version of ChatGPT that functioned more like a tutor. This chatbot was programmed to provide hints without directly divulging the answer. The students who used it did spectacularly better on the practice problems, solving 127% more of them correctly compared with students who did their practice work without any high-tech aids. But on a test afterwards, these AI-tutored students did no better. Students who just did their practice problems the old fashioned way — on their own — matched their test scores.\u003c/p>\n\u003cp>The researchers titled their paper, “Generative AI Can Harm Learning,” to make clear to parents and educators that the current crop of freely available AI chatbots can “substantially inhibit learning.” Even a fine-tuned version of ChatGPT designed to mimic a tutor doesn’t necessarily help.\u003c/p>\n\u003cp>The researchers believe the problem is that students are using the chatbot as a “crutch.” When they analyzed the questions that students typed into ChatGPT, students often simply asked for the answer. Students were not building the skills that come from solving the problems themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ChatGPT’s errors also may have been a contributing factor. The chatbot only answered the math problems correctly half of the time. Its arithmetic computations were wrong 8% of the time, but the bigger problem was that its step-by-step approach for how to solve a problem was wrong 42% of the time. The tutoring version of ChatGPT was directly fed the correct solutions and these errors were minimized.\u003c/p>\n\u003cp>A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486\">draft paper about the experiment\u003c/a> was posted on the website of SSRN, formerly known as the Social Science Research Network, in July 2024. The paper has not yet been published in a peer-reviewed journal and could still be revised.\u003c/p>\n\u003cp>This is just one experiment in another country, and more studies will be needed to confirm its findings. But this experiment was a large one, involving nearly a thousand students in grades nine through 11 during the fall of 2023. Teachers first reviewed a previously taught lesson with the whole classroom, and then their classrooms were randomly assigned to practice the math in one of three ways: with access to ChatGPT, with access to an AI tutor powered by ChatGPT or with no high-tech aids at all. Students in each grade were assigned the same practice problems with or without AI. Afterwards, they took a test to see how well they learned the concept. Researchers conducted four cycles of this, giving students four 90-minute sessions of practice time in four different math topics to understand whether AI tends to help, harm or do nothing.\u003c/p>\n\u003cp>ChatGPT also seems to produce overconfidence. In surveys that accompanied the experiment, students said they did not think that ChatGPT caused them to learn less even though they had. Students with the AI tutor thought they had done significantly better on the test even though they did not. (It’s also another good reminder to all of us that our \u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">perceptions of how much we’ve learned are often wrong\u003c/a>.)\u003c/p>\n\u003cp>The authors likened the problem of learning with ChatGPT to autopilot. They recounted how an overreliance on autopilot led the Federal Aviation Administration to recommend that pilots minimize their use of this technology. Regulators wanted to make sure that pilots still know how to fly when autopilot fails to function correctly.\u003c/p>\n\u003cp>ChatGPT is not the first technology to present a tradeoff in education. Typewriters and computers reduce the need for handwriting. Calculators reduce the need for arithmetic. When students have access to ChatGPT, they might answer more problems correctly, but learn less. Getting the right result to one problem won’t help them with the next one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about using \u003c/em>\u003ca href=\"https://hechingerreport.org/kids-chatgpt-worse-on-tests/\">\u003cem>ChatGPT to practice math\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\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",
"blocks": [],
"excerpt": "Researchers compared math progress of almost 1,000 high school students. Those with ChatGPT access while studying scored worse on a test.",
"status": "publish",
"parent": 0,
"modified": 1728584080,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 14,
"wordCount": 756
},
"headData": {
"title": "Kids Who Use ChatGPT as a Study Assistant Do Worse on Tests | KQED",
"description": "Researchers compared math progress of almost 1,000 high school students. Those with ChatGPT access while studying scored worse on a test.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Researchers compared math progress of almost 1,000 high school students. Those with ChatGPT access while studying scored worse on a test.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Kids Who Use ChatGPT as a Study Assistant Do Worse on Tests",
"datePublished": "2024-09-02T03:00:31-07:00",
"dateModified": "2024-10-10T11:14:40-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"nprStoryId": "kqed-64575",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Does AI actually help students learn? A recent experiment in a high school provides a cautionary tale.\u003c/p>\n\u003cp>Researchers at the University of Pennsylvania found that Turkish high school students who had access to ChatGPT while doing practice math problems did worse on a math test compared with students who didn’t have access to ChatGPT. Those with ChatGPT solved 48% more of the practice problems correctly, but they ultimately scored 17% worse on a test of the topic that the students were learning.\u003c/p>\n\u003cp>A third group of students had access to a revised version of ChatGPT that functioned more like a tutor. This chatbot was programmed to provide hints without directly divulging the answer. The students who used it did spectacularly better on the practice problems, solving 127% more of them correctly compared with students who did their practice work without any high-tech aids. But on a test afterwards, these AI-tutored students did no better. Students who just did their practice problems the old fashioned way — on their own — matched their test scores.\u003c/p>\n\u003cp>The researchers titled their paper, “Generative AI Can Harm Learning,” to make clear to parents and educators that the current crop of freely available AI chatbots can “substantially inhibit learning.” Even a fine-tuned version of ChatGPT designed to mimic a tutor doesn’t necessarily help.\u003c/p>\n\u003cp>The researchers believe the problem is that students are using the chatbot as a “crutch.” When they analyzed the questions that students typed into ChatGPT, students often simply asked for the answer. Students were not building the skills that come from solving the problems themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ChatGPT’s errors also may have been a contributing factor. The chatbot only answered the math problems correctly half of the time. Its arithmetic computations were wrong 8% of the time, but the bigger problem was that its step-by-step approach for how to solve a problem was wrong 42% of the time. The tutoring version of ChatGPT was directly fed the correct solutions and these errors were minimized.\u003c/p>\n\u003cp>A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486\">draft paper about the experiment\u003c/a> was posted on the website of SSRN, formerly known as the Social Science Research Network, in July 2024. The paper has not yet been published in a peer-reviewed journal and could still be revised.\u003c/p>\n\u003cp>This is just one experiment in another country, and more studies will be needed to confirm its findings. But this experiment was a large one, involving nearly a thousand students in grades nine through 11 during the fall of 2023. Teachers first reviewed a previously taught lesson with the whole classroom, and then their classrooms were randomly assigned to practice the math in one of three ways: with access to ChatGPT, with access to an AI tutor powered by ChatGPT or with no high-tech aids at all. Students in each grade were assigned the same practice problems with or without AI. Afterwards, they took a test to see how well they learned the concept. Researchers conducted four cycles of this, giving students four 90-minute sessions of practice time in four different math topics to understand whether AI tends to help, harm or do nothing.\u003c/p>\n\u003cp>ChatGPT also seems to produce overconfidence. In surveys that accompanied the experiment, students said they did not think that ChatGPT caused them to learn less even though they had. Students with the AI tutor thought they had done significantly better on the test even though they did not. (It’s also another good reminder to all of us that our \u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">perceptions of how much we’ve learned are often wrong\u003c/a>.)\u003c/p>\n\u003cp>The authors likened the problem of learning with ChatGPT to autopilot. They recounted how an overreliance on autopilot led the Federal Aviation Administration to recommend that pilots minimize their use of this technology. Regulators wanted to make sure that pilots still know how to fly when autopilot fails to function correctly.\u003c/p>\n\u003cp>ChatGPT is not the first technology to present a tradeoff in education. Typewriters and computers reduce the need for handwriting. Calculators reduce the need for arithmetic. When students have access to ChatGPT, they might answer more problems correctly, but learn less. Getting the right result to one problem won’t help them with the next one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about using \u003c/em>\u003ca href=\"https://hechingerreport.org/kids-chatgpt-worse-on-tests/\">\u003cem>ChatGPT to practice math\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests",
"authors": [
"byline_mindshift_64575"
],
"categories": [
"mindshift_21504",
"mindshift_21848"
],
"tags": [
"mindshift_1023",
"mindshift_21511",
"mindshift_20736"
],
"featImg": "mindshift_64578",
"label": "mindshift"
},
"mindshift_64532": {
"type": "posts",
"id": "mindshift_64532",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64532",
"score": null,
"sort": [
1724666400000
]
},
"guestAuthors": [],
"slug": "researchers-combat-ai-hallucinations-in-math",
"title": "Researchers Combat AI Hallucinations in Math",
"publishDate": 1724666400,
"format": "standard",
"headTitle": "Researchers Combat AI Hallucinations in Math | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">One of the biggest problems with using AI in education is that the technology hallucinates. That’s the word the artificial intelligence community uses to describe how its newest large language models make up stuff that doesn’t exist or isn’t true. Math is a particular land of make-believe for AI chatbots. Several months ago, I tested Khan Academy’s chatbot, which is powered by ChatGPT. The bot, called Khanmigo, told me I had answered a basic high school Algebra 2 problem involving negative exponents wrong. I knew my answer was right. After typing in the same correct answer three times, Khanmigo finally agreed with me. It was frustrating.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Errors matter. Kids could memorize incorrect solutions that are hard to unlearn, or become more confused about a topic. I also worry about teachers using ChatGPT and other generative AI models to write quizzes or lesson plans. At least a teacher has the opportunity to vet what AI spits out before giving or teaching it to students. It’s riskier when you’re asking students to learn directly from AI. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Computer scientists are attempting to combat these errors in a process they call “mitigating AI hallucinations.” Two researchers from University of California, Berkeley, recently documented how they successfully reduced ChatGPT’s instructional errors to near zero in algebra. They were not as successful with statistics, where their techniques still left errors 13% of the time. Their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013#pone-0304013-t001\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in May 2024 in the peer-reviewed journal PLOS One.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the experiment, \u003c/span>\u003ca href=\"https://bse.berkeley.edu/zachary-pardos\">\u003cspan style=\"font-weight: 400\">Zachary Pardos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a computer scientist at the Berkeley School of Education, and one of his students, Shreya Bhandari, first asked ChatGPT to show how it would solve an algebra or statistics problem. They discovered that ChatGPT was “naturally verbose” and they did not have to prompt the large language model to explain its steps. But all those words didn’t help with accuracy. On average, ChatGPT’s methods and answers were wrong a third of the time. In other words, ChatGPT would earn a grade of a D if it were a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current AI models are bad at math because they’re programmed to figure out probabilities, not follow rules. Math calculations are all about rules. It’s ironic because earlier versions of AI were able to follow rules, but unable to write or summarize. Now we have the opposite.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Berkeley researchers took advantage of the fact that ChatGPT, like humans, is erratic. They asked ChatGPT to answer the same math problem 10 times in a row. I was surprised that a machine might answer the same question differently, but that is what these large language models do. Often the step-by-step process and the answer were the same, but the exact wording differed. Sometimes the methods were bizarre and the results were dead wrong. (See an example in the illustration below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers grouped similar answers together. When they assessed the accuracy of the most common answer among the 10 solutions, ChatGPT was astonishingly good. For basic high-school algebra, AI’s error rate fell from 25% to zero. For intermediate algebra, the error rate fell from 47% to 2%. For college algebra, it fell from 27% to 2%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT answered the same algebra question three different ways, but it landed on the right response seven out of 10 times in this example\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64533\" class=\"wp-caption aligncenter\" style=\"max-width: 1050px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64533\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png\" alt=\"\" width=\"1050\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png 1050w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-800x813.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-1020x1037.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-160x163.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-768x780.png 768w\" sizes=\"(max-width: 1050px) 100vw, 1050px\">\u003cfigcaption class=\"wp-caption-text\">Source: Pardos and Bhandari, \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013\">“ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills,”\u003c/a> PLOS ONE, May 2024\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, when the scientists applied this method, which they call “self-consistency,” to statistics, it did not work as well. ChatGPT’s error rate fell from 29% to 13%, but still more than one out of 10 answers was wrong. I think that’s too many errors for students who are learning math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big question, of course, is whether these ChatGPT’s solutions help students learn math better than traditional teaching. In a second part of this study, researchers recruited 274 adults online to solve math problems and randomly assigned a third of them to see these ChatGPT’s solutions as a “hint” if they needed one. (ChatGPT’s wrong answers were removed first.) On a short test afterwards, these adults improved 17% compared to less than 12% learning gains for the adults who could see a different group of hints written by undergraduate math tutors. Those who weren’t offered any hints scored about the same on a post-test as they did on a pre-test.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those impressive learning results for ChatGPT prompted the study authors to boldly predict that “completely autonomous generation” of an effective computerized tutoring system is “around the corner.” In theory, ChatGPT could instantly digest a book chapter or a video lecture and then immediately turn around and tutor a student on it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I embrace that optimism, I’d like to see how much real students – not just adults recruited online – use these automated tutoring systems. Even in this study, where adults were paid to do math problems, 120 of the roughly 400 participants didn’t complete the work and so their results had to be thrown out. For many kids, and especially students who are struggling in a subject, \u003c/span>\u003ca href=\"https://hechingerreport.org/what-aspects-of-teaching-should-remain-human/\">\u003cspan style=\"font-weight: 400\">learning from a computer just isn’t engaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-combat-ai-hallucinations-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI hallucinations\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",
"blocks": [],
"excerpt": "Researchers reduced ChatGPT’s instructional errors in algebra but were not as successful with statistics.",
"status": "publish",
"parent": 0,
"modified": 1724681217,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 15,
"wordCount": 958
},
"headData": {
"title": "Researchers Combat AI Hallucinations in Math | KQED",
"description": "Researchers reduced ChatGPT’s instructional errors in algebra but were not as successful with statistics.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "mindshift_64535",
"twTitle": "",
"twDescription": "",
"twImgId": "mindshift_64535",
"socialDescription": "Researchers reduced ChatGPT’s instructional errors in algebra but were not as successful with statistics.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Researchers Combat AI Hallucinations in Math",
"datePublished": "2024-08-26T03:00:00-07:00",
"dateModified": "2024-08-26T07:06:57-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"nprStoryId": "kqed-64532",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64532/researchers-combat-ai-hallucinations-in-math",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the biggest problems with using AI in education is that the technology hallucinates. That’s the word the artificial intelligence community uses to describe how its newest large language models make up stuff that doesn’t exist or isn’t true. Math is a particular land of make-believe for AI chatbots. Several months ago, I tested Khan Academy’s chatbot, which is powered by ChatGPT. The bot, called Khanmigo, told me I had answered a basic high school Algebra 2 problem involving negative exponents wrong. I knew my answer was right. After typing in the same correct answer three times, Khanmigo finally agreed with me. It was frustrating.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Errors matter. Kids could memorize incorrect solutions that are hard to unlearn, or become more confused about a topic. I also worry about teachers using ChatGPT and other generative AI models to write quizzes or lesson plans. At least a teacher has the opportunity to vet what AI spits out before giving or teaching it to students. It’s riskier when you’re asking students to learn directly from AI. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Computer scientists are attempting to combat these errors in a process they call “mitigating AI hallucinations.” Two researchers from University of California, Berkeley, recently documented how they successfully reduced ChatGPT’s instructional errors to near zero in algebra. They were not as successful with statistics, where their techniques still left errors 13% of the time. Their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013#pone-0304013-t001\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in May 2024 in the peer-reviewed journal PLOS One.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the experiment, \u003c/span>\u003ca href=\"https://bse.berkeley.edu/zachary-pardos\">\u003cspan style=\"font-weight: 400\">Zachary Pardos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a computer scientist at the Berkeley School of Education, and one of his students, Shreya Bhandari, first asked ChatGPT to show how it would solve an algebra or statistics problem. They discovered that ChatGPT was “naturally verbose” and they did not have to prompt the large language model to explain its steps. But all those words didn’t help with accuracy. On average, ChatGPT’s methods and answers were wrong a third of the time. In other words, ChatGPT would earn a grade of a D if it were a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current AI models are bad at math because they’re programmed to figure out probabilities, not follow rules. Math calculations are all about rules. It’s ironic because earlier versions of AI were able to follow rules, but unable to write or summarize. Now we have the opposite.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Berkeley researchers took advantage of the fact that ChatGPT, like humans, is erratic. They asked ChatGPT to answer the same math problem 10 times in a row. I was surprised that a machine might answer the same question differently, but that is what these large language models do. Often the step-by-step process and the answer were the same, but the exact wording differed. Sometimes the methods were bizarre and the results were dead wrong. (See an example in the illustration below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers grouped similar answers together. When they assessed the accuracy of the most common answer among the 10 solutions, ChatGPT was astonishingly good. For basic high-school algebra, AI’s error rate fell from 25% to zero. For intermediate algebra, the error rate fell from 47% to 2%. For college algebra, it fell from 27% to 2%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT answered the same algebra question three different ways, but it landed on the right response seven out of 10 times in this example\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64533\" class=\"wp-caption aligncenter\" style=\"max-width: 1050px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64533\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png\" alt=\"\" width=\"1050\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png 1050w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-800x813.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-1020x1037.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-160x163.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-768x780.png 768w\" sizes=\"(max-width: 1050px) 100vw, 1050px\">\u003cfigcaption class=\"wp-caption-text\">Source: Pardos and Bhandari, \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013\">“ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills,”\u003c/a> PLOS ONE, May 2024\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, when the scientists applied this method, which they call “self-consistency,” to statistics, it did not work as well. ChatGPT’s error rate fell from 29% to 13%, but still more than one out of 10 answers was wrong. I think that’s too many errors for students who are learning math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big question, of course, is whether these ChatGPT’s solutions help students learn math better than traditional teaching. In a second part of this study, researchers recruited 274 adults online to solve math problems and randomly assigned a third of them to see these ChatGPT’s solutions as a “hint” if they needed one. (ChatGPT’s wrong answers were removed first.) On a short test afterwards, these adults improved 17% compared to less than 12% learning gains for the adults who could see a different group of hints written by undergraduate math tutors. Those who weren’t offered any hints scored about the same on a post-test as they did on a pre-test.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those impressive learning results for ChatGPT prompted the study authors to boldly predict that “completely autonomous generation” of an effective computerized tutoring system is “around the corner.” In theory, ChatGPT could instantly digest a book chapter or a video lecture and then immediately turn around and tutor a student on it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I embrace that optimism, I’d like to see how much real students – not just adults recruited online – use these automated tutoring systems. Even in this study, where adults were paid to do math problems, 120 of the roughly 400 participants didn’t complete the work and so their results had to be thrown out. For many kids, and especially students who are struggling in a subject, \u003c/span>\u003ca href=\"https://hechingerreport.org/what-aspects-of-teaching-should-remain-human/\">\u003cspan style=\"font-weight: 400\">learning from a computer just isn’t engaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-combat-ai-hallucinations-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI hallucinations\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64532/researchers-combat-ai-hallucinations-in-math",
"authors": [
"byline_mindshift_64532"
],
"categories": [
"mindshift_21504"
],
"tags": [
"mindshift_1023",
"mindshift_21511",
"mindshift_392"
],
"featImg": "mindshift_64535",
"label": "mindshift"
},
"mindshift_64516": {
"type": "posts",
"id": "mindshift_64516",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64516",
"score": null,
"sort": [
1724243450000
]
},
"guestAuthors": [],
"slug": "to-raise-empathetic-children-parents-must-practice-empathy-themselves",
"title": "To Raise Empathetic Children, Parents Must Practice Empathy Themselves",
"publishDate": 1724243450,
"format": "standard",
"headTitle": "To Raise Empathetic Children, Parents Must Practice Empathy Themselves | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/raising-empathetic-children\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy, or the ability to understand and share in the experience of emotions with others, is an essential element of all human relationships. Research also supports the importance of empathy, finding that more empathetic individuals have \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-020-01753-x\">\u003cspan style=\"font-weight: 400\">better quality friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jopy.12098\">\u003cspan style=\"font-weight: 400\">enhanced social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and are \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10902-019-00154-2\">\u003cspan style=\"font-weight: 400\">more satisfied with their lives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — to name just a few of the benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a world that seems increasingly \u003ca href=\"https://www.kqed.org/mindshift/53476/how-selective-empathy-can-chip-away-at-civil-society\">divided and cold\u003c/a>, many of us parents want to raise more empathetic children but how exactly do parents \u003ca href=\"https://www.kqed.org/mindshift/54497/why-intentionally-building-empathy-is-more-important-now-than-ever\">foster empathy\u003c/a>? If we are empathetic with our children, will they show the same to others? And will the empathy that we show to them ultimately help them to become empathetic adults?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14109\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how empathy is passed down from parents to children and then to those children’s children. This study looked at a mother’s empathy for their child at age 13 and how it related to the child’s empathy for their friends during the teen years (from ages 13 to 19). The researchers then followed the teens up to adulthood (mid-30’s) and looked at how empathetic they were with their own children (the third generation). \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Main findings\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study found that when children have parents who are more empathetic at age 13, they are more empathetic with their friends during the teen years (ages 13 to 19). Being more empathetic with their friends in their teen years was then associated with being more empathetic with their own children as adults (that is, showing more supportive responses to their children’s negative feelings). Supportive, empathetic parenting of their own children then predicted their children’s development of em\u003c/span>\u003cspan style=\"font-weight: 400\">pathy (that is, the children in the third generation).\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How is empathy “passed down” in this way? When parents respond to children’s distress in a supportive, empathetic way, it gives children a model for how to respond to the distress of others. \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">Friendships in the teen years\u003c/a> may then give children a chance to practice and hone the empathy skills that they learned from their parents in childhood. Researchers describe these friendships as a “training ground” for learning about empathy. In other words, when children get the chance to \u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">practice skills like validating emotions\u003c/a> and providing comfort to other people in their teenage friendships, these skills become stronger and more effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study was limited and further research is needed on this topic. It was a relatively small and correlational study (meaning we do not know whether empathy in parents actually contributes to empathy in children but only that they are associated). This study also only focused on mother-child interactions so future research should include fathers. Finally, this study did not address the extent to which empathy is passed down due to genetics or modeling the empathy your parents show you (it is likely a combination of both).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, even with these limitations, these findings are exciting because they suggest that empathy may be passed down three generations: from parent to teen then to the third generation of children. It also suggests that friendships in the teen years may provide practice for being empathetic in adult relationships, including the parent-child relationship. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Overall translation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big takeaway message here is that the empathy you show your child may ultimately help your child to develop into an empathetic adult who is then more empathetic with your grandchildren. How exactly do you show empathy to your child? This study broke down empathy into three components and understanding each of these components may provide concrete guidance for showing empathy to your children:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Emotional engagement\u003c/b>\u003cspan style=\"font-weight: 400\">: Pay attention to \u003ca href=\"https://www.kqed.org/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation\">what your child is feeling\u003c/a> and/or showing with their body, allow them time to talk or show their emotions, ask follow-up questions to better understand their emotions and use active listening (translation: reflect back what you hear them say or show with their actions, such as: “It seems like you are angry because your brother won’t give you a turn”). Turn your body toward your child and make eye contact. Show genuine interest in their emotions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Understanding the problem\u003c/b>\u003cspan style=\"font-weight: 400\">: Acknowledge that it is a problem (rather than minimizing it by saying something like “that’s not a big deal), help your child to engage in problem-solving, talk through the problem and try to come up with a solution to the problem together, show them you are committed to finding a solution and consider their needs when coming up with solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Emotional support\u003c/b>\u003cspan style=\"font-weight: 400\">: Recognize that your child is distressed, express to your child that you understand their feelings, name their feelings, ask questions that might bring up additional emotions, clearly show warmth, concern and sympathy when discussing the child’s emotions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engaging in these empathy-expressing behaviors will teach your children how to show the same to others. However, we all know that empathy is more than a set of behaviors. To quote author Brené Brown from her book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Daring Greatly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “Empathy is a strange and powerful thing. There is no script. There is no right way or wrong way to do it. It’s simply listening, holding space, withholding judgment, emotionally connecting and communicating that incredibly healing message of ‘You’re not alone.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>Parenting Translator\u003c/i>\u003c/a>\u003ci>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
"blocks": [],
"excerpt": "A new study shows how empathy is passed down from one generation to the next.",
"status": "publish",
"parent": 0,
"modified": 1724244005,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 16,
"wordCount": 961
},
"headData": {
"title": "To Raise Empathetic Children, Parents Must Practice Empathy Themselves | KQED",
"description": "A new study shows how empathy is passed down from one generation to the next.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "mindshift_64517",
"twTitle": "",
"twDescription": "",
"twImgId": "mindshift_64517",
"socialDescription": "A new study shows how empathy is passed down from one generation to the next.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "To Raise Empathetic Children, Parents Must Practice Empathy Themselves",
"datePublished": "2024-08-21T05:30:50-07:00",
"dateModified": "2024-08-21T05:40:05-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>",
"nprStoryId": "kqed-64516",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64516/to-raise-empathetic-children-parents-must-practice-empathy-themselves",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/raising-empathetic-children\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy, or the ability to understand and share in the experience of emotions with others, is an essential element of all human relationships. Research also supports the importance of empathy, finding that more empathetic individuals have \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-020-01753-x\">\u003cspan style=\"font-weight: 400\">better quality friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/jopy.12098\">\u003cspan style=\"font-weight: 400\">enhanced social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and are \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10902-019-00154-2\">\u003cspan style=\"font-weight: 400\">more satisfied with their lives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — to name just a few of the benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a world that seems increasingly \u003ca href=\"https://www.kqed.org/mindshift/53476/how-selective-empathy-can-chip-away-at-civil-society\">divided and cold\u003c/a>, many of us parents want to raise more empathetic children but how exactly do parents \u003ca href=\"https://www.kqed.org/mindshift/54497/why-intentionally-building-empathy-is-more-important-now-than-ever\">foster empathy\u003c/a>? If we are empathetic with our children, will they show the same to others? And will the empathy that we show to them ultimately help them to become empathetic adults?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14109\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how empathy is passed down from parents to children and then to those children’s children. This study looked at a mother’s empathy for their child at age 13 and how it related to the child’s empathy for their friends during the teen years (from ages 13 to 19). The researchers then followed the teens up to adulthood (mid-30’s) and looked at how empathetic they were with their own children (the third generation). \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Main findings\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study found that when children have parents who are more empathetic at age 13, they are more empathetic with their friends during the teen years (ages 13 to 19). Being more empathetic with their friends in their teen years was then associated with being more empathetic with their own children as adults (that is, showing more supportive responses to their children’s negative feelings). Supportive, empathetic parenting of their own children then predicted their children’s development of em\u003c/span>\u003cspan style=\"font-weight: 400\">pathy (that is, the children in the third generation).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How is empathy “passed down” in this way? When parents respond to children’s distress in a supportive, empathetic way, it gives children a model for how to respond to the distress of others. \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">Friendships in the teen years\u003c/a> may then give children a chance to practice and hone the empathy skills that they learned from their parents in childhood. Researchers describe these friendships as a “training ground” for learning about empathy. In other words, when children get the chance to \u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">practice skills like validating emotions\u003c/a> and providing comfort to other people in their teenage friendships, these skills become stronger and more effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study was limited and further research is needed on this topic. It was a relatively small and correlational study (meaning we do not know whether empathy in parents actually contributes to empathy in children but only that they are associated). This study also only focused on mother-child interactions so future research should include fathers. Finally, this study did not address the extent to which empathy is passed down due to genetics or modeling the empathy your parents show you (it is likely a combination of both).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, even with these limitations, these findings are exciting because they suggest that empathy may be passed down three generations: from parent to teen then to the third generation of children. It also suggests that friendships in the teen years may provide practice for being empathetic in adult relationships, including the parent-child relationship. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Overall translation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big takeaway message here is that the empathy you show your child may ultimately help your child to develop into an empathetic adult who is then more empathetic with your grandchildren. How exactly do you show empathy to your child? This study broke down empathy into three components and understanding each of these components may provide concrete guidance for showing empathy to your children:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Emotional engagement\u003c/b>\u003cspan style=\"font-weight: 400\">: Pay attention to \u003ca href=\"https://www.kqed.org/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation\">what your child is feeling\u003c/a> and/or showing with their body, allow them time to talk or show their emotions, ask follow-up questions to better understand their emotions and use active listening (translation: reflect back what you hear them say or show with their actions, such as: “It seems like you are angry because your brother won’t give you a turn”). Turn your body toward your child and make eye contact. Show genuine interest in their emotions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Understanding the problem\u003c/b>\u003cspan style=\"font-weight: 400\">: Acknowledge that it is a problem (rather than minimizing it by saying something like “that’s not a big deal), help your child to engage in problem-solving, talk through the problem and try to come up with a solution to the problem together, show them you are committed to finding a solution and consider their needs when coming up with solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Emotional support\u003c/b>\u003cspan style=\"font-weight: 400\">: Recognize that your child is distressed, express to your child that you understand their feelings, name their feelings, ask questions that might bring up additional emotions, clearly show warmth, concern and sympathy when discussing the child’s emotions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engaging in these empathy-expressing behaviors will teach your children how to show the same to others. However, we all know that empathy is more than a set of behaviors. To quote author Brené Brown from her book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Daring Greatly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">: “Empathy is a strange and powerful thing. There is no script. There is no right way or wrong way to do it. It’s simply listening, holding space, withholding judgment, emotionally connecting and communicating that incredibly healing message of ‘You’re not alone.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>Parenting Translator\u003c/i>\u003c/a>\u003ci>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64516/to-raise-empathetic-children-parents-must-practice-empathy-themselves",
"authors": [
"byline_mindshift_64516"
],
"categories": [
"mindshift_21504",
"mindshift_21280",
"mindshift_21385"
],
"tags": [
"mindshift_20699",
"mindshift_20568",
"mindshift_21706",
"mindshift_290"
],
"featImg": "mindshift_64517",
"label": "mindshift"
},
"mindshift_64499": {
"type": "posts",
"id": "mindshift_64499",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64499",
"score": null,
"sort": [
1724061640000
]
},
"guestAuthors": [],
"slug": "why-are-kids-still-struggling-in-school-four-years-after-the-pandemic",
"title": "Why Are Kids Still Struggling in School 4 Years After the Pandemic?",
"publishDate": 1724061640,
"format": "standard",
"headTitle": "Why Are Kids Still Struggling in School 4 Years After the Pandemic? | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>Four years after the pandemic shuttered schools, we all want to be done with COVID. But the latest analyses from three assessment companies paint a grim picture of where U.S. children are academically and that merits coverage. While there are isolated bright spots, the general trend is stagnation.\u003c/p>\n\u003cp>One report documented that U.S. students did not make progress in catching up in the most recent 2023-24 school year and slid even further behind in math and reading, exacerbating pandemic learning losses.\u003c/p>\n\u003cp>“At the end of 2021-22, we optimistically concluded that the worst was behind us and that recovery had begun,” wrote Karyn Lewis, a researcher at NWEA, one of the assessment companies. “Unfortunately, data from the past two school years no longer support this conclusion. Growth has slowed to lag pre-pandemic rates, resulting in achievement gaps that continue to widen, and in some cases, now surpass what we had previously deemed as the low point.”\u003c/p>\n\u003cp>The starkest example is eighth grade students, who were in fourth grade when the pandemic first erupted in March of 2020. They now need nine months of additional school to catch up, according to \u003ca href=\"https://www.nwea.org/uploads/recovery-still-illlusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead_NWEA_researchBrief.pdf\">NWEA’s analysis, released in July 2024\u003c/a>. “This is a crisis moment with middle schoolers,” said Lewis. “Where are we going to find an additional year to make up for these kiddos before they leave the education system?”\u003c/p>\n\u003cp>All three analyses were produced by for-profit companies that sell assessments to schools. Teachers or parents may be familiar with them by the names of their tests: MAP, i-Ready and Star. Unlike annual state tests, these interim assessments are administered at least twice a year to millions of students around the nation to help track progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their products, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curriculum Associates did not detect as much deterioration as NWEA, but did find widespread stagnation in 2023-24, according to a \u003ca href=\"https://www.curriculumassociates.com/research-and-efficacy/annual-report-the-state-of-student-learning-in-2024?utm_source=ca-mktg_IRY-2469478&utm_medium=web&utm_campaign=701PJ00000CQkY9YAL&utm_content=SoSL-Research-Awareness_research&utm_term=&utm_creative_format=native&utm_marketing_tactic=aws-rev-nat-nat\">report released on August 19, 2024\u003c/a>. Their researcher Kristen Huff described the numerical differences as tiny ones that have to do with the fact that these are different tests, taken by different students and use different methods for crunching the numbers. The main takeaway from all the reports, she said, is the same. “As a nation, we are still seeing the lasting impact of the disruption to schooling and learning,” said Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp>In short, children remain behind and haven’t recovered. That matters for these children’s future employment prospects and standard of living. Ultimately, a less productive labor force could hamper the U.S. economy, according to projections from economists and consulting firms.\u003c/p>\n\u003cp>It’s important to emphasize that individual students haven’t regressed or don’t know less now than they used to. The average sixth grader knows more today in 2024 than he or she did in first grade in 2019. But the pace of learning, or rate of academic growth, has been rocky since 2020, with some students missing many months of instruction. Sixth graders in 2024, on average, know far less than sixth graders did back in 2019.\u003c/p>\n\u003cp>Renaissance, a third company, found a mottled pattern of recovery, stagnation and deterioration depending upon the grade and the subject. (The company shared its preliminary mid-year results with me via email on Aug. 14, 2024.) Most concerning, it found that the math skills of older students in grades eight to 12 are progressing so slowly that they are even further behind than they were after the initial pandemic losses. These students were in grades four through eight when the pandemic first hit in March 2020.\u003c/p>\n\u003cp>On the bright side, the Renaissance analysis found that first grade students in 2023-24 had completely recovered and their performance matched what first graders used to be able to do before the pandemic. Elementary school students in grades two to six were making slow progress, and remained behind.\u003c/p>\n\u003cp>Curriculum Associates pointed to two unexpected bright spots in its assessment results. One is phonics. At the end of the 2023-24 school year, nearly as many kindergarteners were on grade level for phonics skills as kindergarteners in 2019. That’s four out of five kindergarteners. The company also found that schools where the majority of students are Black were showing relatively better catch-up progress. “It’s small, and disparities still exist, but it’s a sign of hope,” said Curriculum Associates’s Huff.\u003c/p>\n\u003cp>Here are three charts and tables from the three different testing companies that provide different snapshots of where we are.\u003c/p>\n\u003cfigure id=\"attachment_64500\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64500 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-800x530.png\" alt=\"\" width=\"800\" height=\"530\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-800x530.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-768x509.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The bars show the difference between MAP test scores before the pandemic and in the spring of 2024 for each grade. The green line translates those deficits into months of additional schooling, based on how much students typically learned in a school year before COVID hit. For example, fifth graders would need an additional 3.9 months of math instruction over and above the usual school year to catch up to where fifth graders were before the virus. Source: Figure 3, “Recovery still elusive: 2023–24 student achievement highlights persistent achievement gaps and a long road ahead,” NWEA (July 2024).\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64501\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64501\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-800x430.png\" alt=\"\" width=\"800\" height=\"430\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-800x430.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-768x413.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Almost one out of every five third graders is below grade level in reading, a big increase from one out of every eight students before the pandemic. Source: Figure 2, “State of Student Learning in 2024” Curriculum Associates (August 19, 2024)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64502\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64502 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who are below grade level in math is higher than it used to be before the pandemic in grades one through eight. Source: Figure 11, “State of Student Learning in 2024” Curriculum Associates (Aug. 19, 2024)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64503\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64503 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-800x407.png\" alt=\"\" width=\"800\" height=\"407\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-800x407.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-768x391.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Renaissance analysis of Star tests taken between December 2023 and March 2024 (shared with The Hechinger Report in August 2024). Final spring scores were not yet analyzed.\u003c/figcaption>\u003c/figure>\n\u003cp>Understanding why recovery is stagnating and sometimes worsening over the past year is difficult. These test score analyses don’t offer explanations, but researchers shared a range of theories.\u003c/p>\n\u003cp>One is that once students have a lot of holes in their foundational skills, it’s really hard for them to learn new grade-level topics each year.\u003c/p>\n\u003cp>“I think this is a problem that’s growing and building on itself,” said NWEA’s Lewis. She cited the example of a sixth grader who is still struggling to read. “Does a sixth-grade teacher have the same skills and tools to teach reading that a second or third grade teacher does? I doubt that’s the case.”\u003c/p>\n\u003cp>Curriculum Associates’s Huff speculated that the whole classroom changes when a high percentage of students are behind. A teacher may have been able to give more individual attention to a small group of students who are struggling, but it’s harder to attend to individual gaps when so many students have them. It’s also harder to keep up with the traditional pace of instruction when so many students are behind.\u003c/p>\n\u003cp>One high school math teacher told me that she thinks learning failed to recover and continued to deteriorate because schools didn’t rush to fill the gaps right away. This teacher said that when in-person school resumed in her city in 2021, administrators discouraged her from reviewing old topics that students had missed and told her to move forward with grade-level material.\u003c/p>\n\u003cp>“The word that was going around was ‘acceleration not remediation’,” the teacher said. “These kids just missed 18 months of school. Maybe you can do that in social studies. But math builds upon itself. If I miss sixth, seventh and eighth grade, how am I going to do quadratic equations? How am I going to factor? The worst thing they ever did was not provide that remediation as soon as they walked back in the door.” This educator quit her public school teaching job in 2022 and has since been tutoring students to help them catch up from pandemic learning losses.\u003c/p>\n\u003cp>Chronic absenteeism is another big factor. If you don’t show up to school, you’re not likely to catch up. \u003ca href=\"https://www.kqed.org/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance\">More than one in four students in the 2022-23 school year were chronically absent\u003c/a>, missing at least 10% of the school year.\u003c/p>\n\u003cp>Deteriorating mental health is also a leading theory for school struggles. A \u003ca href=\"https://cesr.usc.edu/documents/A_Nations_Children_at%20Risk_Insights_on_Childrens_Mental_Health_from_The_Understanding_America_Study.pdf\">study by researchers at the University of Southern California\u003c/a>, released Aug. 15, 2024, documented widespread psychological distress among teenage girls and preteen boys since the pandemic. Preteen boys were likely to struggle with hyperactivity, inattentiveness and conduct, such as losing their temper and fighting. These mental health struggles correlated with absenteeism and low grades.\u003c/p>\n\u003cp>It’s easy to jump to the conclusion that the $190 billion that the federal government gave to schools for pandemic recovery didn’t work. (The deadline for signing contracts to spend whatever is left of that money is September 2024.) But that doesn’t tell the whole story. Most of the spending was targeted at reopening schools and upgrading heating, cooling and air ventilation systems. A much smaller amount went to academic recovery, such as \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">tutoring\u003c/a> or summer school. Earlier this summer two separate groups of academic researchers concluded that this money \u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">led to modest academic gains for students\u003c/a>. The problem is that so much more is still needed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-kids-struggling-four-years-after-the-pandemic/\">\u003cem>academic recovery\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\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",
"blocks": [],
"excerpt": "Four years later, students face worsening achievement gaps, with recent reports highlighting ongoing academic struggles in math and reading.",
"status": "publish",
"parent": 0,
"modified": 1724116074,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 24,
"wordCount": 1660
},
"headData": {
"title": "Why Are Kids Still Struggling in School 4 Years After the Pandemic? | KQED",
"description": "Four years later, students face worsening achievement gaps, with recent reports highlighting ongoing academic struggles in math and reading.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "mindshift_64504",
"twTitle": "",
"twDescription": "",
"twImgId": "mindshift_64504",
"socialDescription": "Four years later, students face worsening achievement gaps, with recent reports highlighting ongoing academic struggles in math and reading.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Are Kids Still Struggling in School 4 Years After the Pandemic?",
"datePublished": "2024-08-19T03:00:40-07:00",
"dateModified": "2024-08-19T18:07:54-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"nprStoryId": "kqed-64499",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64499/why-are-kids-still-struggling-in-school-four-years-after-the-pandemic",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Four years after the pandemic shuttered schools, we all want to be done with COVID. But the latest analyses from three assessment companies paint a grim picture of where U.S. children are academically and that merits coverage. While there are isolated bright spots, the general trend is stagnation.\u003c/p>\n\u003cp>One report documented that U.S. students did not make progress in catching up in the most recent 2023-24 school year and slid even further behind in math and reading, exacerbating pandemic learning losses.\u003c/p>\n\u003cp>“At the end of 2021-22, we optimistically concluded that the worst was behind us and that recovery had begun,” wrote Karyn Lewis, a researcher at NWEA, one of the assessment companies. “Unfortunately, data from the past two school years no longer support this conclusion. Growth has slowed to lag pre-pandemic rates, resulting in achievement gaps that continue to widen, and in some cases, now surpass what we had previously deemed as the low point.”\u003c/p>\n\u003cp>The starkest example is eighth grade students, who were in fourth grade when the pandemic first erupted in March of 2020. They now need nine months of additional school to catch up, according to \u003ca href=\"https://www.nwea.org/uploads/recovery-still-illlusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead_NWEA_researchBrief.pdf\">NWEA’s analysis, released in July 2024\u003c/a>. “This is a crisis moment with middle schoolers,” said Lewis. “Where are we going to find an additional year to make up for these kiddos before they leave the education system?”\u003c/p>\n\u003cp>All three analyses were produced by for-profit companies that sell assessments to schools. Teachers or parents may be familiar with them by the names of their tests: MAP, i-Ready and Star. Unlike annual state tests, these interim assessments are administered at least twice a year to millions of students around the nation to help track progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their products, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curriculum Associates did not detect as much deterioration as NWEA, but did find widespread stagnation in 2023-24, according to a \u003ca href=\"https://www.curriculumassociates.com/research-and-efficacy/annual-report-the-state-of-student-learning-in-2024?utm_source=ca-mktg_IRY-2469478&utm_medium=web&utm_campaign=701PJ00000CQkY9YAL&utm_content=SoSL-Research-Awareness_research&utm_term=&utm_creative_format=native&utm_marketing_tactic=aws-rev-nat-nat\">report released on August 19, 2024\u003c/a>. Their researcher Kristen Huff described the numerical differences as tiny ones that have to do with the fact that these are different tests, taken by different students and use different methods for crunching the numbers. The main takeaway from all the reports, she said, is the same. “As a nation, we are still seeing the lasting impact of the disruption to schooling and learning,” said Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp>In short, children remain behind and haven’t recovered. That matters for these children’s future employment prospects and standard of living. Ultimately, a less productive labor force could hamper the U.S. economy, according to projections from economists and consulting firms.\u003c/p>\n\u003cp>It’s important to emphasize that individual students haven’t regressed or don’t know less now than they used to. The average sixth grader knows more today in 2024 than he or she did in first grade in 2019. But the pace of learning, or rate of academic growth, has been rocky since 2020, with some students missing many months of instruction. Sixth graders in 2024, on average, know far less than sixth graders did back in 2019.\u003c/p>\n\u003cp>Renaissance, a third company, found a mottled pattern of recovery, stagnation and deterioration depending upon the grade and the subject. (The company shared its preliminary mid-year results with me via email on Aug. 14, 2024.) Most concerning, it found that the math skills of older students in grades eight to 12 are progressing so slowly that they are even further behind than they were after the initial pandemic losses. These students were in grades four through eight when the pandemic first hit in March 2020.\u003c/p>\n\u003cp>On the bright side, the Renaissance analysis found that first grade students in 2023-24 had completely recovered and their performance matched what first graders used to be able to do before the pandemic. Elementary school students in grades two to six were making slow progress, and remained behind.\u003c/p>\n\u003cp>Curriculum Associates pointed to two unexpected bright spots in its assessment results. One is phonics. At the end of the 2023-24 school year, nearly as many kindergarteners were on grade level for phonics skills as kindergarteners in 2019. That’s four out of five kindergarteners. The company also found that schools where the majority of students are Black were showing relatively better catch-up progress. “It’s small, and disparities still exist, but it’s a sign of hope,” said Curriculum Associates’s Huff.\u003c/p>\n\u003cp>Here are three charts and tables from the three different testing companies that provide different snapshots of where we are.\u003c/p>\n\u003cfigure id=\"attachment_64500\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64500 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-800x530.png\" alt=\"\" width=\"800\" height=\"530\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-800x530.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1-768x509.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB1.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The bars show the difference between MAP test scores before the pandemic and in the spring of 2024 for each grade. The green line translates those deficits into months of additional schooling, based on how much students typically learned in a school year before COVID hit. For example, fifth graders would need an additional 3.9 months of math instruction over and above the usual school year to catch up to where fifth graders were before the virus. Source: Figure 3, “Recovery still elusive: 2023–24 student achievement highlights persistent achievement gaps and a long road ahead,” NWEA (July 2024).\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64501\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64501\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-800x430.png\" alt=\"\" width=\"800\" height=\"430\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-800x430.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2-768x413.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB2.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Almost one out of every five third graders is below grade level in reading, a big increase from one out of every eight students before the pandemic. Source: Figure 2, “State of Student Learning in 2024” Curriculum Associates (August 19, 2024)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64502\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64502 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/JB3.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who are below grade level in math is higher than it used to be before the pandemic in grades one through eight. Source: Figure 11, “State of Student Learning in 2024” Curriculum Associates (Aug. 19, 2024)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_64503\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64503 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-800x407.png\" alt=\"\" width=\"800\" height=\"407\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-800x407.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1-768x391.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Picture1.png 977w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Renaissance analysis of Star tests taken between December 2023 and March 2024 (shared with The Hechinger Report in August 2024). Final spring scores were not yet analyzed.\u003c/figcaption>\u003c/figure>\n\u003cp>Understanding why recovery is stagnating and sometimes worsening over the past year is difficult. These test score analyses don’t offer explanations, but researchers shared a range of theories.\u003c/p>\n\u003cp>One is that once students have a lot of holes in their foundational skills, it’s really hard for them to learn new grade-level topics each year.\u003c/p>\n\u003cp>“I think this is a problem that’s growing and building on itself,” said NWEA’s Lewis. She cited the example of a sixth grader who is still struggling to read. “Does a sixth-grade teacher have the same skills and tools to teach reading that a second or third grade teacher does? I doubt that’s the case.”\u003c/p>\n\u003cp>Curriculum Associates’s Huff speculated that the whole classroom changes when a high percentage of students are behind. A teacher may have been able to give more individual attention to a small group of students who are struggling, but it’s harder to attend to individual gaps when so many students have them. It’s also harder to keep up with the traditional pace of instruction when so many students are behind.\u003c/p>\n\u003cp>One high school math teacher told me that she thinks learning failed to recover and continued to deteriorate because schools didn’t rush to fill the gaps right away. This teacher said that when in-person school resumed in her city in 2021, administrators discouraged her from reviewing old topics that students had missed and told her to move forward with grade-level material.\u003c/p>\n\u003cp>“The word that was going around was ‘acceleration not remediation’,” the teacher said. “These kids just missed 18 months of school. Maybe you can do that in social studies. But math builds upon itself. If I miss sixth, seventh and eighth grade, how am I going to do quadratic equations? How am I going to factor? The worst thing they ever did was not provide that remediation as soon as they walked back in the door.” This educator quit her public school teaching job in 2022 and has since been tutoring students to help them catch up from pandemic learning losses.\u003c/p>\n\u003cp>Chronic absenteeism is another big factor. If you don’t show up to school, you’re not likely to catch up. \u003ca href=\"https://www.kqed.org/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance\">More than one in four students in the 2022-23 school year were chronically absent\u003c/a>, missing at least 10% of the school year.\u003c/p>\n\u003cp>Deteriorating mental health is also a leading theory for school struggles. A \u003ca href=\"https://cesr.usc.edu/documents/A_Nations_Children_at%20Risk_Insights_on_Childrens_Mental_Health_from_The_Understanding_America_Study.pdf\">study by researchers at the University of Southern California\u003c/a>, released Aug. 15, 2024, documented widespread psychological distress among teenage girls and preteen boys since the pandemic. Preteen boys were likely to struggle with hyperactivity, inattentiveness and conduct, such as losing their temper and fighting. These mental health struggles correlated with absenteeism and low grades.\u003c/p>\n\u003cp>It’s easy to jump to the conclusion that the $190 billion that the federal government gave to schools for pandemic recovery didn’t work. (The deadline for signing contracts to spend whatever is left of that money is September 2024.) But that doesn’t tell the whole story. Most of the spending was targeted at reopening schools and upgrading heating, cooling and air ventilation systems. A much smaller amount went to academic recovery, such as \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">tutoring\u003c/a> or summer school. Earlier this summer two separate groups of academic researchers concluded that this money \u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">led to modest academic gains for students\u003c/a>. The problem is that so much more is still needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-kids-struggling-four-years-after-the-pandemic/\">\u003cem>academic recovery\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64499/why-are-kids-still-struggling-in-school-four-years-after-the-pandemic",
"authors": [
"byline_mindshift_64499"
],
"categories": [
"mindshift_21504"
],
"tags": [
"mindshift_21343",
"mindshift_21539",
"mindshift_381",
"mindshift_21094"
],
"featImg": "mindshift_64504",
"label": "mindshift"
},
"mindshift_64409": {
"type": "posts",
"id": "mindshift_64409",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64409",
"score": null,
"sort": [
1723456830000
]
},
"guestAuthors": [],
"slug": "nearly-6-out-of-10-middle-and-high-school-grades-are-wrong-study-finds",
"title": "Nearly 6 out of 10 Middle and High School Grades Are Wrong, Study Finds",
"publishDate": 1723456830,
"format": "standard",
"headTitle": "Nearly 6 out of 10 Middle and High School Grades Are Wrong, Study Finds | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If we graded schools on how accurately they grade students, they’d fail. Nearly six out of 10 course grades are inaccurate, according to a \u003c/span>\u003ca href=\"https://crescendoedgroup.org/wp-content/uploads/2024/08/White-Paper-Can-We-Trust-The-Transcript.pdf\">\u003cspan style=\"font-weight: 400\">new study of grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teachers gave to 22,000 middle and high school students in 2022 and 2023.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://crescendoedgroup.org/blog/equitable-grading/can-we-trust-the-transcript/\">\u003cspan style=\"font-weight: 400\">The Equitable Grading Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that seeks to change grading practices, compared 33,000 course grades with students’ scores on standardized exams, including Advanced Placement tests and annual state assessments. The organization considered a course grade to be inaccurate if a student’s test score indicated a level of knowledge that was at least a letter grade off from what the teacher had issued. For example, a grade was classified as inaccurate if a student’s test score indicated a C-level of skills and knowledge, but the student received an A or a B in the course. In this example, a D or an F grade would also be inaccurate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inflated grades were more common than depressed grades. In this \u003c/span>\u003ca href=\"https://crescendoedgroup.org/wp-content/uploads/2024/08/White-Paper-Can-We-Trust-The-Transcript.pdf\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over 40% of the 33,000 grades analyzed – more than 13,000 transcript grades – were higher than they should have been, while only 16% or 5,300 grades were lower than they should have been. In other words, two out of five transcript grades indicated that students were more competent in the course than they actually were, while nearly one out of six grades was lower than the student’s true understanding of the course content.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64413\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1.png\" alt=\"\" width=\"780\" height=\"625\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1-160x128.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1-768x615.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">FRPL refers to low-income students whose families qualify for the national free or reduced price lunch program. \u003ccite>(Source: Equitable Grading Project, “Can We Trust the Transcript?” July 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The discrepancy matters, the white paper says, because inaccurate grades make it harder to figure out which students are prepared for advanced coursework or ready for college. With inflated grades, students can be promoted to difficult courses without the foundation or extra help they need to succeed. Depressed grades can discourage a student from pursuing a subject or prompt them to drop out of school altogether. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This data suggests that hundreds, perhaps thousands, of students in this study may have been denied, or not even offered, opportunities that they were prepared and eligible for,” the white paper said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This analysis is evidence that widespread grade inflation, which has also been documented by the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation/\">\u003cspan style=\"font-weight: 400\">ACT, the National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and independent scholars, has persisted through 2023. In this transcript analysis, grade inflation occurred more frequently for Black and Hispanic students than Asian and white students. It was also more common for low-income students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Large discrepancies were documented. Almost 4,800 of the inflated grades were two letters higher than the student’s test score would indicate. An AP exam might have indicated a D-level of mastery, but the student earned a B in the class. On the flip side, more than 1,000 students received grades that were two letter grades lower than their assessment score. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report rejected the possibility that test anxiety is the main culprit for such widespread and large discrepancies, and laid out a list of other reasons for why grades don’t reflect a student’s skills and content mastery. Some teachers feel pressure from parents and school administrators to give high grades. Many teachers factor in participation, behavior and handing in homework assignments – things that have \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">little to do with what a student has learned or knows\u003c/a>. Meanwhile, grades can be depressed when teachers make deductions for late work or when students fail to turn in assignments. Group projects that are weighed heavily in the final grade can swing a student’s final transcript grade up or down. In the report, one superintendent described how teachers in his district awarded students points toward their grade based on whether their parents attended Back to School Night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reasonable people can debate how much grades should be used to promote good behavior. The Equitable Grading Project argues that schools should use other rewards and consequences, and keep grades tied to academic achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, solutions aren’t quick or easy. The organization worked with over 260 teachers during the 2022-23 school year to implement a version of “\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">mastery-based grading\u003c/a>,” which excludes homework, class assignments and student behavior from the final grade, but uses a range of assessments – not only tests and papers – to ascertain a student’s proficiency. Teachers were encouraged to allow students multiple retakes. After five workshops and four coaching sessions, teachers’ grading accuracy improved by only 3 percentage points, from 37.6% of their grades accurately reflecting student proficiency to 40.6%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge may be changing the minds of teachers, who tend to think that their own grades are fine but the problem lies with their colleagues. In a survey of almost 1,200 teachers that accompanied this quantitative study, more than 4 out of 5 teachers agreed or somewhat agreed that their grades accurately reflect student learning and academic readiness. But nearly half of those same teachers doubted the accuracy of grades assigned by other teachers in their own school and department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading practices are an area where schools and teachers could really use some research on what works. I’ll be keeping my eye out for solutions with evidence behind them. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-six-of-10-grades-wrong/\">\u003ci>\u003cspan style=\"font-weight: 400\">Equitable Grading Project\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",
"blocks": [],
"excerpt": "Report cards typically don’t correspond to a student’s skills and mastery of topics, according to an analysis of 33,000 course grades.",
"status": "publish",
"parent": 0,
"modified": 1723217939,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 15,
"wordCount": 951
},
"headData": {
"title": "Nearly 6 out of 10 Middle and High School Grades Are Wrong, Study Finds | KQED",
"description": "Report cards typically don’t correspond to a student’s skills and mastery of topics, according to an analysis of 33,000 course grades.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Report cards typically don’t correspond to a student’s skills and mastery of topics, according to an analysis of 33,000 course grades.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Nearly 6 out of 10 Middle and High School Grades Are Wrong, Study Finds",
"datePublished": "2024-08-12T03:00:30-07:00",
"dateModified": "2024-08-09T08:38:59-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64409/nearly-6-out-of-10-middle-and-high-school-grades-are-wrong-study-finds",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If we graded schools on how accurately they grade students, they’d fail. Nearly six out of 10 course grades are inaccurate, according to a \u003c/span>\u003ca href=\"https://crescendoedgroup.org/wp-content/uploads/2024/08/White-Paper-Can-We-Trust-The-Transcript.pdf\">\u003cspan style=\"font-weight: 400\">new study of grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teachers gave to 22,000 middle and high school students in 2022 and 2023.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://crescendoedgroup.org/blog/equitable-grading/can-we-trust-the-transcript/\">\u003cspan style=\"font-weight: 400\">The Equitable Grading Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit organization that seeks to change grading practices, compared 33,000 course grades with students’ scores on standardized exams, including Advanced Placement tests and annual state assessments. The organization considered a course grade to be inaccurate if a student’s test score indicated a level of knowledge that was at least a letter grade off from what the teacher had issued. For example, a grade was classified as inaccurate if a student’s test score indicated a C-level of skills and knowledge, but the student received an A or a B in the course. In this example, a D or an F grade would also be inaccurate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inflated grades were more common than depressed grades. In this \u003c/span>\u003ca href=\"https://crescendoedgroup.org/wp-content/uploads/2024/08/White-Paper-Can-We-Trust-The-Transcript.pdf\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over 40% of the 33,000 grades analyzed – more than 13,000 transcript grades – were higher than they should have been, while only 16% or 5,300 grades were lower than they should have been. In other words, two out of five transcript grades indicated that students were more competent in the course than they actually were, while nearly one out of six grades was lower than the student’s true understanding of the course content.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64413\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1.png\" alt=\"\" width=\"780\" height=\"625\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1-160x128.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/image1-768x615.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">FRPL refers to low-income students whose families qualify for the national free or reduced price lunch program. \u003ccite>(Source: Equitable Grading Project, “Can We Trust the Transcript?” July 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The discrepancy matters, the white paper says, because inaccurate grades make it harder to figure out which students are prepared for advanced coursework or ready for college. With inflated grades, students can be promoted to difficult courses without the foundation or extra help they need to succeed. Depressed grades can discourage a student from pursuing a subject or prompt them to drop out of school altogether. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This data suggests that hundreds, perhaps thousands, of students in this study may have been denied, or not even offered, opportunities that they were prepared and eligible for,” the white paper said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This analysis is evidence that widespread grade inflation, which has also been documented by the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation/\">\u003cspan style=\"font-weight: 400\">ACT, the National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and independent scholars, has persisted through 2023. In this transcript analysis, grade inflation occurred more frequently for Black and Hispanic students than Asian and white students. It was also more common for low-income students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Large discrepancies were documented. Almost 4,800 of the inflated grades were two letters higher than the student’s test score would indicate. An AP exam might have indicated a D-level of mastery, but the student earned a B in the class. On the flip side, more than 1,000 students received grades that were two letter grades lower than their assessment score. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report rejected the possibility that test anxiety is the main culprit for such widespread and large discrepancies, and laid out a list of other reasons for why grades don’t reflect a student’s skills and content mastery. Some teachers feel pressure from parents and school administrators to give high grades. Many teachers factor in participation, behavior and handing in homework assignments – things that have \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">little to do with what a student has learned or knows\u003c/a>. Meanwhile, grades can be depressed when teachers make deductions for late work or when students fail to turn in assignments. Group projects that are weighed heavily in the final grade can swing a student’s final transcript grade up or down. In the report, one superintendent described how teachers in his district awarded students points toward their grade based on whether their parents attended Back to School Night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reasonable people can debate how much grades should be used to promote good behavior. The Equitable Grading Project argues that schools should use other rewards and consequences, and keep grades tied to academic achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, solutions aren’t quick or easy. The organization worked with over 260 teachers during the 2022-23 school year to implement a version of “\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">mastery-based grading\u003c/a>,” which excludes homework, class assignments and student behavior from the final grade, but uses a range of assessments – not only tests and papers – to ascertain a student’s proficiency. Teachers were encouraged to allow students multiple retakes. After five workshops and four coaching sessions, teachers’ grading accuracy improved by only 3 percentage points, from 37.6% of their grades accurately reflecting student proficiency to 40.6%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge may be changing the minds of teachers, who tend to think that their own grades are fine but the problem lies with their colleagues. In a survey of almost 1,200 teachers that accompanied this quantitative study, more than 4 out of 5 teachers agreed or somewhat agreed that their grades accurately reflect student learning and academic readiness. But nearly half of those same teachers doubted the accuracy of grades assigned by other teachers in their own school and department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading practices are an area where schools and teachers could really use some research on what works. I’ll be keeping my eye out for solutions with evidence behind them. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-six-of-10-grades-wrong/\">\u003ci>\u003cspan style=\"font-weight: 400\">Equitable Grading Project\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64409/nearly-6-out-of-10-middle-and-high-school-grades-are-wrong-study-finds",
"authors": [
"byline_mindshift_64409"
],
"categories": [
"mindshift_21504"
],
"tags": [
"mindshift_21443",
"mindshift_21110",
"mindshift_21107"
],
"featImg": "mindshift_64412",
"label": "mindshift"
},
"mindshift_64358": {
"type": "posts",
"id": "mindshift_64358",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64358",
"score": null,
"sort": [
1722852034000
]
},
"guestAuthors": [],
"slug": "parents-know-they-should-read-to-their-kids-daily-math-talk-is-important-too",
"title": "Parents Know They Should Read to Their Kids. Daily Math Talk Is Important, Too",
"publishDate": 1722852034,
"format": "standard",
"headTitle": "Parents Know They Should Read to Their Kids. Daily Math Talk Is Important, Too | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Parents know they should talk and read to their young children. Dozens of nonprofit organizations have \u003c/span>\u003ca href=\"https://www.readingfoundation.org/readingfoundation\">\u003cspan style=\"font-weight: 400\">promoted the research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evidence that it will help their children do better in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the focus has been on improving literacy. Are there \u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">similar things\u003c/a> that parents can do with their children to lay the foundation for success in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s important because Americans struggle with math, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">ranking toward the bottom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on international assessments. Weak math skills impede a child’s progress later in life, preventing them from getting through \u003c/span>\u003ca href=\"https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/\">\u003cspan style=\"font-weight: 400\">college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a vocational program or even high school. Math skills, or the lack of them, can open or close the doors to lucrative science and technology fields.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new wave of research over the past decade has looked at how much parents talk about numbers and shapes with their children, and whether these spontaneous and natural conversations help children learn the subject. Encouraging parents to talk about numbers could be a cheap and easy way to improve the nation’s dismal math performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A team of researchers from the University of Pittsburgh and the University of California, Irvine, teamed up to summarize the evidence from 22 studies conducted between 2010 and 2022. Their \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096524000602\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in the July 2024 issue of the Journal of Experimental Child Psychology. \u003c/span>\u003cspan style=\"font-weight: 400\">Here are four takeaways.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>1. There’s a link between parent math talk and higher math skills\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After looking at 22 studies, researchers found that the more parents talked about math with their children, the stronger their children’s math skills. In these studies, researchers typically observed parents and children interacting in a university lab, a school, a museum or at home and kept track of how often parents mentioned numbers or shapes. Ordinary sentences that included numbers counted. An example could be: “Hand me three potato chips.” Researchers also gave children a math test and found that children who scored higher tended to have parents who talked about math more during the observation period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The link between parents’ math talk and a child’s math skills was strongest between ages three and five. During these preschool years, parents who talked more about numbers and shapes tended to have children with higher math achievement. Parents who didn’t talk as much about numbers and shapes tended to have children with lower math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older children, the amount of time that parents spent talking about math was not as closely related to their math achievement. Researchers speculated that this was because once children start school, their math abilities are influenced more by the instruction they receive from their teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these studies proves that talking to your preschooler about math causes their math skills to improve. Parents who talk more about math may also have higher incomes and more education. Stronger math skills could be the result of all the other things that wealthier and more educated parents are giving their kids – nutritious meals, a good night’s sleep, visits to museums and vacations – and not the math talk per se. So far, studies haven’t been able to disentangle math talk from everything else that parents do for their children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the research is showing at this point is that talking more about math tends to be associated with better outcomes for children,” said Alex Silver, a psychologist at the University of Pittsburgh who led the meta-analysis. “It’s an easy way to bring math concepts into your day to day life that doesn’t require buying special equipment, or setting aside time to tutor your child and try to teach them arithmetic.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Keep it natural\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The strongest link between parent talk about math and a child’s math performance was detected when researchers didn’t tell parents to do a math activity. Parents who naturally brought up numbers or shapes in a normal conversation had children who scored higher on math assessments. When researchers had parents do a math exercise with children, the amount of math-related words that a parent used wasn’t as strongly associated with better math performance for their children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Silver, a postdoctoral research associate at the University of Pittsburgh’s \u003c/span>\u003ca href=\"https://www.lrdc.pitt.edu/\">\u003cspan style=\"font-weight: 400\">Learning Research & Development Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommends bringing math into something that the child is paying attention to, rather than doing flashcards or workbooks. It could be as simple as asking “How many?” Here’s an example Silver gave me: “Oh, look, you have a whole lot of cars. How many cars do you have? Let’s count them. You have one, two, three. There’s three cars there.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When you’re doing a puzzle together, turn the shape in a different direction and talk about what it looks like. Setting the dinner table, grocery shopping and keeping track of money are opportunities to talk about numbers or shapes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea is to make it fun and playful,” said Silver. “As you’re cooking, say, ‘We need to add two eggs. Oh wait, we’re doubling the recipe, so we need two more eggs. How many is that all together?’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked Silver about the many early childhood math apps and exercises on the market, and whether parents should be spending time doing them with their children. Silver said they can be helpful for parents who don’t know where to start, but she said parents shouldn’t feel guilty if they’re not doing math drills with their kids. “It’s enough to just talk about it naturally, to find ways to bring up numbers and shapes in the context of what you’re already doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Quality may matter more than quantity\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 22 studies, more math talk was associated with higher math achievement. But researchers are unable to advise parents on exactly how much or how often to talk about math during the day. Silver said 10 utterances a day about math is probably more beneficial than just one mention a day. “Right now the evidence is that more is better, but at some point it’s so much math, you need to talk about something else now,” she said. The point of diminishing returns is unknown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the quantity of math talk may not be as important as how parents talk about math, Silver said. Reading a math textbook to your child probably wouldn’t be helpful, Silver said. It’s not just about saying a bunch of math words. Still, researchers don’t know if asking questions or just talking about numbers is what makes a difference. It’s also not clear how important it is to tailor the number talk to where a child is in his math development. These are important areas of future research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology may help. The latest studies are using wearable audio recorders, enabling researchers to “listen” to hours of conversations inside homes, and analyzing these conversations with natural language processing algorithms to get a more accurate understanding of parents’ math talk. The 22 studies in this meta-analysis captured as little as three minutes and as much as almost 14 hours of parent-child interactions, and these snippets of life, often recorded in a lab setting, may not reflect how parents and children talk about math in a typical week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Low-income kids appear to benefit as much from math talk as high-income kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps the most inspiring conclusion from this meta-analysis is that the association between a parent’s math talk and a child’s math performance was as strong for a low-income child as it was for a high-income child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s a happy thing to see that this transcends other circumstances,” said Silver. “Targeting the amount of math input that a child receives is hopefully going to be easier, and more malleable than changing broader, systemic challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there are many questions left to answer, Silver is already putting her research into practice with her own three-year old son. She’s asked counting questions so many times that her little one has begun to tease her. Every time he sees a group of things, he pretends to be Mommy and asks, “How many? Let’s count them!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “It’s very funny,” Silver said. “I’m like, ‘Wow, Mommy really drilled that one into you, huh?’ Buddy knows what you’re up to.”\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-parent-math-talk/\">\u003ci>\u003cspan style=\"font-weight: 400\">math with preschoolers\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",
"blocks": [],
"excerpt": "A new wave of research finds that there’s a link between parent math talk and higher math skills.",
"status": "publish",
"parent": 0,
"modified": 1722619837,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 28,
"wordCount": 1522
},
"headData": {
"title": "Parents Know They Should Read to Their Kids. Daily Math Talk Is Important, Too | KQED",
"description": "A new wave of research finds that there’s a link between parent math talk and higher math skills.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Parents Know They Should Read to Their Kids. Daily Math Talk Is Important, Too",
"datePublished": "2024-08-05T03:00:34-07:00",
"dateModified": "2024-08-02T10:30:37-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64358/parents-know-they-should-read-to-their-kids-daily-math-talk-is-important-too",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Parents know they should talk and read to their young children. Dozens of nonprofit organizations have \u003c/span>\u003ca href=\"https://www.readingfoundation.org/readingfoundation\">\u003cspan style=\"font-weight: 400\">promoted the research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evidence that it will help their children do better in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the focus has been on improving literacy. Are there \u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">similar things\u003c/a> that parents can do with their children to lay the foundation for success in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s important because Americans struggle with math, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">ranking toward the bottom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on international assessments. Weak math skills impede a child’s progress later in life, preventing them from getting through \u003c/span>\u003ca href=\"https://hechingerreport.org/math-ends-the-education-careers-of-thousands-of-community-college-students-a-few-schools-are-trying-something-new/\">\u003cspan style=\"font-weight: 400\">college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a vocational program or even high school. Math skills, or the lack of them, can open or close the doors to lucrative science and technology fields.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new wave of research over the past decade has looked at how much parents talk about numbers and shapes with their children, and whether these spontaneous and natural conversations help children learn the subject. Encouraging parents to talk about numbers could be a cheap and easy way to improve the nation’s dismal math performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A team of researchers from the University of Pittsburgh and the University of California, Irvine, teamed up to summarize the evidence from 22 studies conducted between 2010 and 2022. Their \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096524000602\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in the July 2024 issue of the Journal of Experimental Child Psychology. \u003c/span>\u003cspan style=\"font-weight: 400\">Here are four takeaways.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>1. There’s a link between parent math talk and higher math skills\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After looking at 22 studies, researchers found that the more parents talked about math with their children, the stronger their children’s math skills. In these studies, researchers typically observed parents and children interacting in a university lab, a school, a museum or at home and kept track of how often parents mentioned numbers or shapes. Ordinary sentences that included numbers counted. An example could be: “Hand me three potato chips.” Researchers also gave children a math test and found that children who scored higher tended to have parents who talked about math more during the observation period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The link between parents’ math talk and a child’s math skills was strongest between ages three and five. During these preschool years, parents who talked more about numbers and shapes tended to have children with higher math achievement. Parents who didn’t talk as much about numbers and shapes tended to have children with lower math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older children, the amount of time that parents spent talking about math was not as closely related to their math achievement. Researchers speculated that this was because once children start school, their math abilities are influenced more by the instruction they receive from their teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these studies proves that talking to your preschooler about math causes their math skills to improve. Parents who talk more about math may also have higher incomes and more education. Stronger math skills could be the result of all the other things that wealthier and more educated parents are giving their kids – nutritious meals, a good night’s sleep, visits to museums and vacations – and not the math talk per se. So far, studies haven’t been able to disentangle math talk from everything else that parents do for their children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the research is showing at this point is that talking more about math tends to be associated with better outcomes for children,” said Alex Silver, a psychologist at the University of Pittsburgh who led the meta-analysis. “It’s an easy way to bring math concepts into your day to day life that doesn’t require buying special equipment, or setting aside time to tutor your child and try to teach them arithmetic.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Keep it natural\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The strongest link between parent talk about math and a child’s math performance was detected when researchers didn’t tell parents to do a math activity. Parents who naturally brought up numbers or shapes in a normal conversation had children who scored higher on math assessments. When researchers had parents do a math exercise with children, the amount of math-related words that a parent used wasn’t as strongly associated with better math performance for their children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Silver, a postdoctoral research associate at the University of Pittsburgh’s \u003c/span>\u003ca href=\"https://www.lrdc.pitt.edu/\">\u003cspan style=\"font-weight: 400\">Learning Research & Development Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommends bringing math into something that the child is paying attention to, rather than doing flashcards or workbooks. It could be as simple as asking “How many?” Here’s an example Silver gave me: “Oh, look, you have a whole lot of cars. How many cars do you have? Let’s count them. You have one, two, three. There’s three cars there.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When you’re doing a puzzle together, turn the shape in a different direction and talk about what it looks like. Setting the dinner table, grocery shopping and keeping track of money are opportunities to talk about numbers or shapes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea is to make it fun and playful,” said Silver. “As you’re cooking, say, ‘We need to add two eggs. Oh wait, we’re doubling the recipe, so we need two more eggs. How many is that all together?’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked Silver about the many early childhood math apps and exercises on the market, and whether parents should be spending time doing them with their children. Silver said they can be helpful for parents who don’t know where to start, but she said parents shouldn’t feel guilty if they’re not doing math drills with their kids. “It’s enough to just talk about it naturally, to find ways to bring up numbers and shapes in the context of what you’re already doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Quality may matter more than quantity\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 22 studies, more math talk was associated with higher math achievement. But researchers are unable to advise parents on exactly how much or how often to talk about math during the day. Silver said 10 utterances a day about math is probably more beneficial than just one mention a day. “Right now the evidence is that more is better, but at some point it’s so much math, you need to talk about something else now,” she said. The point of diminishing returns is unknown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the quantity of math talk may not be as important as how parents talk about math, Silver said. Reading a math textbook to your child probably wouldn’t be helpful, Silver said. It’s not just about saying a bunch of math words. Still, researchers don’t know if asking questions or just talking about numbers is what makes a difference. It’s also not clear how important it is to tailor the number talk to where a child is in his math development. These are important areas of future research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology may help. The latest studies are using wearable audio recorders, enabling researchers to “listen” to hours of conversations inside homes, and analyzing these conversations with natural language processing algorithms to get a more accurate understanding of parents’ math talk. The 22 studies in this meta-analysis captured as little as three minutes and as much as almost 14 hours of parent-child interactions, and these snippets of life, often recorded in a lab setting, may not reflect how parents and children talk about math in a typical week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Low-income kids appear to benefit as much from math talk as high-income kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps the most inspiring conclusion from this meta-analysis is that the association between a parent’s math talk and a child’s math performance was as strong for a low-income child as it was for a high-income child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s a happy thing to see that this transcends other circumstances,” said Silver. “Targeting the amount of math input that a child receives is hopefully going to be easier, and more malleable than changing broader, systemic challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there are many questions left to answer, Silver is already putting her research into practice with her own three-year old son. She’s asked counting questions so many times that her little one has begun to tease her. Every time he sees a group of things, he pretends to be Mommy and asks, “How many? Let’s count them!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “It’s very funny,” Silver said. “I’m like, ‘Wow, Mommy really drilled that one into you, huh?’ Buddy knows what you’re up to.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"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-parent-math-talk/\">\u003ci>\u003cspan style=\"font-weight: 400\">math with preschoolers\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64358/parents-know-they-should-read-to-their-kids-daily-math-talk-is-important-too",
"authors": [
"byline_mindshift_64358"
],
"categories": [
"mindshift_21504"
],
"tags": [
"mindshift_20720",
"mindshift_392",
"mindshift_20975",
"mindshift_152"
],
"featImg": "mindshift_64366",
"label": "mindshift"
},
"mindshift_64197": {
"type": "posts",
"id": "mindshift_64197",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64197",
"score": null,
"sort": [
1721037603000
]
},
"guestAuthors": [],
"slug": "new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups",
"title": "New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups",
"publishDate": 1721037603,
"format": "standard",
"headTitle": "New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \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-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/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",
"blocks": [],
"excerpt": "Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.",
"status": "publish",
"parent": 0,
"modified": 1720561533,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 18,
"wordCount": 1210
},
"headData": {
"title": "New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED",
"description": "Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups",
"datePublished": "2024-07-15T03:00:03-07:00",
"dateModified": "2024-07-09T14:45:33-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"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-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups",
"authors": [
"byline_mindshift_64197"
],
"categories": [
"mindshift_21345",
"mindshift_21504"
],
"tags": [
"mindshift_21343",
"mindshift_21539",
"mindshift_731",
"mindshift_21413"
],
"featImg": "mindshift_64198",
"label": "mindshift"
},
"mindshift_64150": {
"type": "posts",
"id": "mindshift_64150",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64150",
"score": null,
"sort": [
1720605600000
]
},
"guestAuthors": [],
"slug": "are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation",
"title": "Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation",
"publishDate": 1720605600,
"format": "standard",
"headTitle": "Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/understanding-your-sensitive-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \u003c/span>\u003c/p>\n\u003cp>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
"blocks": [],
"excerpt": "Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.",
"status": "publish",
"parent": 0,
"modified": 1721818890,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 26,
"wordCount": 1449
},
"headData": {
"title": "Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED",
"description": "Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation",
"datePublished": "2024-07-10T03:00:00-07:00",
"dateModified": "2024-07-24T04:01:30-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>",
"nprStoryId": "kqed-64150",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/understanding-your-sensitive-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \u003c/span>\u003c/p>\n\u003cp>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation",
"authors": [
"byline_mindshift_64150"
],
"categories": [
"mindshift_21504",
"mindshift_21280"
],
"tags": [
"mindshift_20568",
"mindshift_21706",
"mindshift_290",
"mindshift_21703",
"mindshift_943"
],
"featImg": "mindshift_64156",
"label": "mindshift"
},
"mindshift_64139": {
"type": "posts",
"id": "mindshift_64139",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64139",
"score": null,
"sort": [
1720432832000
]
},
"guestAuthors": [],
"slug": "researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom",
"title": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom",
"publishDate": 1720432832,
"format": "standard",
"headTitle": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \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-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\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",
"blocks": [],
"excerpt": "The testing organization that administers the SAT analyzed more than 13,000 essays and found that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading.",
"status": "publish",
"parent": 0,
"modified": 1720030680,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 20,
"wordCount": 1518
},
"headData": {
"title": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED",
"description": "In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom",
"datePublished": "2024-07-08T03:00:32-07:00",
"dateModified": "2024-07-03T11:18:00-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"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-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom",
"authors": [
"byline_mindshift_64139"
],
"categories": [
"mindshift_195",
"mindshift_21504"
],
"tags": [
"mindshift_1023",
"mindshift_20818",
"mindshift_21511"
],
"featImg": "mindshift_64149",
"label": "mindshift"
},
"mindshift_64159": {
"type": "posts",
"id": "mindshift_64159",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64159",
"score": null,
"sort": [
1720058451000
]
},
"guestAuthors": [],
"slug": "they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students",
"title": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.",
"publishDate": 1720058451,
"format": "standard",
"headTitle": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
"blocks": [],
"excerpt": "A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading. Schools may need to provide them with more intensive support.",
"status": "publish",
"parent": 0,
"modified": 1720206424,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 21,
"wordCount": 847
},
"headData": {
"title": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED",
"description": "A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.",
"datePublished": "2024-07-03T19:00:51-07:00",
"dateModified": "2024-07-05T12:07:04-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Kalyn Belsha, Chalkbeat",
"nprStoryId": "kqed-64159",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students",
"authors": [
"byline_mindshift_64159"
],
"categories": [
"mindshift_21345",
"mindshift_21504"
],
"tags": [
"mindshift_21343",
"mindshift_20720",
"mindshift_790",
"mindshift_21539",
"mindshift_392",
"mindshift_550"
],
"featImg": "mindshift_64160",
"label": "mindshift"
},
"mindshift_64123": {
"type": "posts",
"id": "mindshift_64123",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "64123",
"score": null,
"sort": [
1719828003000
]
},
"guestAuthors": [],
"slug": "pandemic-aid-to-schools-paid-off-but-we-dont-know-how",
"title": "Pandemic Aid to Schools Paid Off, But We Don't Know How",
"publishDate": 1719828003,
"format": "standard",
"headTitle": "Pandemic Aid to Schools Paid Off, But We Don’t Know How | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Reports about schools squandering their $190 billion in federal pandemic recovery money have been troubling. Many districts spent that money on things that had nothing to do with academics, particularly building renovations. Less common, but more \u003c/span>\u003ca href=\"https://defendinged.org/investigations/wasteful-esser-expenditures/\">\u003cspan style=\"font-weight: 400\">eye-popping were stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about new football fields, swimming pool passes, hotel rooms at Caesar’s Palace in Las Vegas and even the purchase of an ice cream truck.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I was surprised that two independent academic analyses released in June 2024 found that some of the money actually trickled down to students and \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">helped them catch up academically\u003c/a>. Though the two studies used different methods, they arrived at strikingly similar numbers for the average growth in math and reading scores during the 2022-23 school year that could be attributed to each dollar of federal aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the research teams, which includes Harvard University economist Tom Kane and Stanford University sociologist Sean Reardon, likened the gains to \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400\">six days of learning in math and three days of learning in reading \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for every $1,000 in federal pandemic aid per student. Though that gain might seem small, high-poverty districts received an average of $7,700 per student, and those extra “days” of learning for low-income students added up. Still, these neediest children were projected to be one third of a grade level behind low-income students in 2019, before the pandemic disrupted education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Federal funding helped and it helped kids most in need,” \u003ca href=\"https://x.com/RbnLake/status/1805957194942398492\">wrote Robin Lake\u003c/a>, director of the Center on Reinventing Public Education, on X in response to the two studies. Lake was not involved in either report, but has been closely tracking pandemic recovery. “And the spending was worth the gains,” Lake added. “But it will not be enough to do all that is needed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The academic gains per aid dollar were close to what \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20220279\">\u003cspan style=\"font-weight: 400\">previous researchers had found for increases in school spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, federal pandemic aid for schools has been just as effective (or ineffective) as other infusions of money for schools. The Harvard-Stanford analysis calculated that the seemingly small academic gains per $1,000 could boost a student’s lifetime earnings by $1,238 – not a dramatic payoff, but not a public policy bust either. And that payoff doesn’t include other societal benefits from higher academic achievement, such as lower rates of arrests and teen motherhood.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most interesting nuggets from the two reports, however, were how the academic gains varied wildly across the nation. That’s not only because some schools used the money more effectively than others but also because some schools got much more aid per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poorest districts in the nation, where 80% or more of the students live in families whose income is low enough to qualify for the federally funded school lunch program, demonstrated meaningful recovery because they received the most aid. About 6% of the 26 million public schoolchildren that the researchers studied are educated in districts this poor. These children had recovered almost half of their pandemic learning losses by the spring of 2023. The very poorest districts, representing 1% of the children, were potentially on track for an almost complete recovery in 2024 because they tended to receive the most aid per student. However, these students were far below grade level before the pandemic, so their recovery brings them back to a very low rung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some high-poverty school districts received much more aid per student than others. At the top end of the range, students in Detroit received about $26,000 each – $1.3 billion spread among fewer than 49,000 students. One in 10 high-poverty districts received more than $10,700 for each student. An equal number of high-poverty districts received less than $3,700 per student. These surprising differences for places with similar poverty levels occurred because pandemic aid was allocated according to the same byzantine rules that govern federal Title I funding to low-income schools. Those formulas give large minimum grants to small states, and more money to states that spend more per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other end of the income spectrum are wealthier districts, where 30% or fewer students qualify for the lunch program, representing about a quarter of U.S. children. The Harvard-Stanford researchers expect these students to make an almost complete recovery. That’s not because of federal recovery funds; these districts received less than $1,000 per student, on average. Researchers explained that these students are on track to approach 2019 achievement levels because they didn’t suffer as much learning loss. Wealthier families also had the means to hire tutors or time to help their children at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle-income districts, where between 30% and 80% of students are eligible for the lunch program, were caught in between. Roughly seven out of 10 children in this study fall into this category. Their learning losses were sometimes large, but their pandemic aid wasn’t. They tended to receive between $1,000 and $5,000 per student. Many of these students are still struggling to catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second study, researchers Dan Goldhaber of the American Institutes for Research and Grace Falken of the University of Washington estimated that schools around the country, on average, would need an additional \u003c/span>\u003ca href=\"https://caldercenter.org/sites/default/files/CALDER%20WP%20301-0624.pdf\">\u003cspan style=\"font-weight: 400\">$13,000 per student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for full recovery in reading and math. That’s more than Congress appropriated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were signs that schools targeted interventions to their neediest students. In school districts that separately reported performance for low-income students, these students tended to post greater recovery per dollar of aid than wealthier students, the Goldhaber-Falken analysis shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impact differed more by race, location and school spending. Districts with larger shares of white students tended to make greater achievement gains per dollar of federal aid than districts with larger shares of Black or Hispanic students. Small towns tended to produce more academic gains per dollar of aid than large cities. And school districts that spend less on education per pupil tended to see more academic gains per dollar of aid than high spenders. The latter makes sense: an extra dollar to a small budget makes a bigger difference than an extra dollar to a large budget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most frustrating part of both reports is that we have no idea what schools did to help students catch up. Researchers weren’t able to connect the academic gains to tutoring, summer school or any of the other interventions that schools have been trying. Schools still have until September to decide how to spend their remaining pandemic recovery funds, and, unfortunately, these analyses provide zero guidance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And maybe some of the non-academic things that schools spent money on weren’t so frivolous after all. A draft paper circulated by the National Bureau of Economic Research in January 2024 calculated that school spending on \u003c/span>\u003ca href=\"https://www.barbarabiasi.com/uploads/1/0/1/2/101280322/bls_whatworks.pdf\">\u003cspan style=\"font-weight: 400\">basic infrastructure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as air conditioning and heating systems, raised test scores. Spending on athletic facilities did not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the final score on pandemic recovery for students is still to come. I’ll be looking out for it.\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-190-billion-question-partially-answered/\">\u003ci>\u003cspan style=\"font-weight: 400\">federal funding for education\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",
"blocks": [],
"excerpt": "Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.",
"status": "publish",
"parent": 0,
"modified": 1719778542,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 19,
"wordCount": 1242
},
"headData": {
"title": "Pandemic Aid to Schools Paid Off, But We Don't Know How | KQED",
"description": "Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Pandemic Aid to Schools Paid Off, But We Don't Know How",
"datePublished": "2024-07-01T03:00:03-07:00",
"dateModified": "2024-06-30T13:15:42-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"nprByline": "Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>",
"excludeFromSiteSearch": "Include",
"showOnAuthorArchivePages": "No",
"articleAge": "0",
"path": "/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Reports about schools squandering their $190 billion in federal pandemic recovery money have been troubling. Many districts spent that money on things that had nothing to do with academics, particularly building renovations. Less common, but more \u003c/span>\u003ca href=\"https://defendinged.org/investigations/wasteful-esser-expenditures/\">\u003cspan style=\"font-weight: 400\">eye-popping were stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about new football fields, swimming pool passes, hotel rooms at Caesar’s Palace in Las Vegas and even the purchase of an ice cream truck.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I was surprised that two independent academic analyses released in June 2024 found that some of the money actually trickled down to students and \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">helped them catch up academically\u003c/a>. Though the two studies used different methods, they arrived at strikingly similar numbers for the average growth in math and reading scores during the 2022-23 school year that could be attributed to each dollar of federal aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the research teams, which includes Harvard University economist Tom Kane and Stanford University sociologist Sean Reardon, likened the gains to \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400\">six days of learning in math and three days of learning in reading \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for every $1,000 in federal pandemic aid per student. Though that gain might seem small, high-poverty districts received an average of $7,700 per student, and those extra “days” of learning for low-income students added up. Still, these neediest children were projected to be one third of a grade level behind low-income students in 2019, before the pandemic disrupted education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Federal funding helped and it helped kids most in need,” \u003ca href=\"https://x.com/RbnLake/status/1805957194942398492\">wrote Robin Lake\u003c/a>, director of the Center on Reinventing Public Education, on X in response to the two studies. Lake was not involved in either report, but has been closely tracking pandemic recovery. “And the spending was worth the gains,” Lake added. “But it will not be enough to do all that is needed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The academic gains per aid dollar were close to what \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20220279\">\u003cspan style=\"font-weight: 400\">previous researchers had found for increases in school spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, federal pandemic aid for schools has been just as effective (or ineffective) as other infusions of money for schools. The Harvard-Stanford analysis calculated that the seemingly small academic gains per $1,000 could boost a student’s lifetime earnings by $1,238 – not a dramatic payoff, but not a public policy bust either. And that payoff doesn’t include other societal benefits from higher academic achievement, such as lower rates of arrests and teen motherhood.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most interesting nuggets from the two reports, however, were how the academic gains varied wildly across the nation. That’s not only because some schools used the money more effectively than others but also because some schools got much more aid per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poorest districts in the nation, where 80% or more of the students live in families whose income is low enough to qualify for the federally funded school lunch program, demonstrated meaningful recovery because they received the most aid. About 6% of the 26 million public schoolchildren that the researchers studied are educated in districts this poor. These children had recovered almost half of their pandemic learning losses by the spring of 2023. The very poorest districts, representing 1% of the children, were potentially on track for an almost complete recovery in 2024 because they tended to receive the most aid per student. However, these students were far below grade level before the pandemic, so their recovery brings them back to a very low rung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some high-poverty school districts received much more aid per student than others. At the top end of the range, students in Detroit received about $26,000 each – $1.3 billion spread among fewer than 49,000 students. One in 10 high-poverty districts received more than $10,700 for each student. An equal number of high-poverty districts received less than $3,700 per student. These surprising differences for places with similar poverty levels occurred because pandemic aid was allocated according to the same byzantine rules that govern federal Title I funding to low-income schools. Those formulas give large minimum grants to small states, and more money to states that spend more per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other end of the income spectrum are wealthier districts, where 30% or fewer students qualify for the lunch program, representing about a quarter of U.S. children. The Harvard-Stanford researchers expect these students to make an almost complete recovery. That’s not because of federal recovery funds; these districts received less than $1,000 per student, on average. Researchers explained that these students are on track to approach 2019 achievement levels because they didn’t suffer as much learning loss. Wealthier families also had the means to hire tutors or time to help their children at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle-income districts, where between 30% and 80% of students are eligible for the lunch program, were caught in between. Roughly seven out of 10 children in this study fall into this category. Their learning losses were sometimes large, but their pandemic aid wasn’t. They tended to receive between $1,000 and $5,000 per student. Many of these students are still struggling to catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second study, researchers Dan Goldhaber of the American Institutes for Research and Grace Falken of the University of Washington estimated that schools around the country, on average, would need an additional \u003c/span>\u003ca href=\"https://caldercenter.org/sites/default/files/CALDER%20WP%20301-0624.pdf\">\u003cspan style=\"font-weight: 400\">$13,000 per student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for full recovery in reading and math. That’s more than Congress appropriated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were signs that schools targeted interventions to their neediest students. In school districts that separately reported performance for low-income students, these students tended to post greater recovery per dollar of aid than wealthier students, the Goldhaber-Falken analysis shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impact differed more by race, location and school spending. Districts with larger shares of white students tended to make greater achievement gains per dollar of federal aid than districts with larger shares of Black or Hispanic students. Small towns tended to produce more academic gains per dollar of aid than large cities. And school districts that spend less on education per pupil tended to see more academic gains per dollar of aid than high spenders. The latter makes sense: an extra dollar to a small budget makes a bigger difference than an extra dollar to a large budget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most frustrating part of both reports is that we have no idea what schools did to help students catch up. Researchers weren’t able to connect the academic gains to tutoring, summer school or any of the other interventions that schools have been trying. Schools still have until September to decide how to spend their remaining pandemic recovery funds, and, unfortunately, these analyses provide zero guidance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And maybe some of the non-academic things that schools spent money on weren’t so frivolous after all. A draft paper circulated by the National Bureau of Economic Research in January 2024 calculated that school spending on \u003c/span>\u003ca href=\"https://www.barbarabiasi.com/uploads/1/0/1/2/101280322/bls_whatworks.pdf\">\u003cspan style=\"font-weight: 400\">basic infrastructure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as air conditioning and heating systems, raised test scores. Spending on athletic facilities did not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the final score on pandemic recovery for students is still to come. I’ll be looking out for it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"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-190-billion-question-partially-answered/\">\u003ci>\u003cspan style=\"font-weight: 400\">federal funding for education\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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how",
"authors": [
"byline_mindshift_64123"
],
"categories": [
"mindshift_21345",
"mindshift_21504"
],
"tags": [
"mindshift_21343",
"mindshift_21539"
],
"featImg": "mindshift_64128",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=education-research": {
"isFetching": false,
"latestQuery": {
"from": 84,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 188,
"relation": "eq"
},
"items": [
"mindshift_64628",
"mindshift_64575",
"mindshift_64532",
"mindshift_64516",
"mindshift_64499",
"mindshift_64409",
"mindshift_64358",
"mindshift_64197",
"mindshift_64150",
"mindshift_64139",
"mindshift_64159",
"mindshift_64123"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_education-research": {
"isLoading": true
},
"mindshift_21504": {
"type": "terms",
"id": "mindshift_21504",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21504",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Education research",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Education research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20776,
"slug": "education-research",
"isLoading": false,
"link": "/mindshift/category/education-research"
},
"mindshift_21345": {
"type": "terms",
"id": "mindshift_21345",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21345",
"found": true
},
"relationships": {},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20617,
"slug": "covid-19",
"isLoading": false,
"link": "/mindshift/category/covid-19"
},
"mindshift_21539": {
"type": "terms",
"id": "mindshift_21539",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21539",
"found": true
},
"relationships": {},
"featImg": null,
"name": "learning loss",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "learning loss Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20811,
"slug": "learning-loss",
"isLoading": false,
"link": "/mindshift/tag/learning-loss"
},
"mindshift_21413": {
"type": "terms",
"id": "mindshift_21413",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21413",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tutoring",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tutoring Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20685,
"slug": "tutoring",
"isLoading": false,
"link": "/mindshift/tag/tutoring"
},
"mindshift_21892": {
"type": "terms",
"id": "mindshift_21892",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21892",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Education",
"description": null,
"taxonomy": "interest",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Education Archives - MindShift",
"ogDescription": null
},
"ttid": 21164,
"slug": "education",
"isLoading": false,
"link": "/mindshift/interest/education"
},
"mindshift_21848": {
"type": "terms",
"id": "mindshift_21848",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21848",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Podcast",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Podcast Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21120,
"slug": "podcast",
"isLoading": false,
"link": "/mindshift/category/podcast"
},
"mindshift_1023": {
"type": "terms",
"id": "mindshift_1023",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1023",
"found": true
},
"relationships": {},
"featImg": null,
"name": "artificial intelligence",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "artificial intelligence Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1028,
"slug": "artificial-intelligence",
"isLoading": false,
"link": "/mindshift/tag/artificial-intelligence"
},
"mindshift_21511": {
"type": "terms",
"id": "mindshift_21511",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21511",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ChatGPT",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "ChatGPT Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20783,
"slug": "chatgpt",
"isLoading": false,
"link": "/mindshift/tag/chatgpt"
},
"mindshift_20736": {
"type": "terms",
"id": "mindshift_20736",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20736",
"found": true
},
"relationships": {},
"featImg": null,
"name": "studying",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "studying Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20013,
"slug": "studying",
"isLoading": false,
"link": "/mindshift/tag/studying"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_21280": {
"type": "terms",
"id": "mindshift_21280",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21280",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mental Health",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mental Health Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20552,
"slug": "mental-health",
"isLoading": false,
"link": "/mindshift/category/mental-health"
},
"mindshift_21385": {
"type": "terms",
"id": "mindshift_21385",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21385",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Parenting",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Parenting Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20657,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/category/parenting"
},
"mindshift_20699": {
"type": "terms",
"id": "mindshift_20699",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20699",
"found": true
},
"relationships": {},
"featImg": null,
"name": "empathy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "empathy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19976,
"slug": "empathy",
"isLoading": false,
"link": "/mindshift/tag/empathy"
},
"mindshift_20568": {
"type": "terms",
"id": "mindshift_20568",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20568",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19845,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/tag/parenting"
},
"mindshift_21706": {
"type": "terms",
"id": "mindshift_21706",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21706",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Parenting Translator",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Parenting Translator Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20978,
"slug": "parenting-translator",
"isLoading": false,
"link": "/mindshift/tag/parenting-translator"
},
"mindshift_290": {
"type": "terms",
"id": "mindshift_290",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "290",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parents",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parents Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 291,
"slug": "parents",
"isLoading": false,
"link": "/mindshift/tag/parents"
},
"mindshift_21343": {
"type": "terms",
"id": "mindshift_21343",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21343",
"found": true
},
"relationships": {},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20615,
"slug": "covid-19",
"isLoading": false,
"link": "/mindshift/tag/covid-19"
},
"mindshift_381": {
"type": "terms",
"id": "mindshift_381",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "381",
"found": true
},
"relationships": {},
"featImg": null,
"name": "research",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 382,
"slug": "research-2",
"isLoading": false,
"link": "/mindshift/tag/research-2"
},
"mindshift_21094": {
"type": "terms",
"id": "mindshift_21094",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21094",
"found": true
},
"relationships": {},
"featImg": null,
"name": "testing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "testing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20366,
"slug": "testing",
"isLoading": false,
"link": "/mindshift/tag/testing"
},
"mindshift_21443": {
"type": "terms",
"id": "mindshift_21443",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21443",
"found": true
},
"relationships": {},
"featImg": null,
"name": "equitable grading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "equitable grading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20715,
"slug": "equitable-grading",
"isLoading": false,
"link": "/mindshift/tag/equitable-grading"
},
"mindshift_21110": {
"type": "terms",
"id": "mindshift_21110",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21110",
"found": true
},
"relationships": {},
"featImg": null,
"name": "grades",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "grades Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20382,
"slug": "grades",
"isLoading": false,
"link": "/mindshift/tag/grades"
},
"mindshift_21107": {
"type": "terms",
"id": "mindshift_21107",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21107",
"found": true
},
"relationships": {},
"featImg": null,
"name": "grading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "grading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20379,
"slug": "grading",
"isLoading": false,
"link": "/mindshift/tag/grading"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
},
"mindshift_20975": {
"type": "terms",
"id": "mindshift_20975",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20975",
"found": true
},
"relationships": {},
"featImg": null,
"name": "numeracy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "numeracy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20247,
"slug": "numeracy",
"isLoading": false,
"link": "/mindshift/tag/numeracy"
},
"mindshift_152": {
"type": "terms",
"id": "mindshift_152",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "152",
"found": true
},
"relationships": {},
"featImg": null,
"name": "preschool",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "preschool Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 152,
"slug": "preschool",
"isLoading": false,
"link": "/mindshift/tag/preschool"
},
"mindshift_731": {
"type": "terms",
"id": "mindshift_731",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "731",
"found": true
},
"relationships": {},
"featImg": null,
"name": "online tutoring",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "online tutoring Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 734,
"slug": "online-tutoring",
"isLoading": false,
"link": "/mindshift/tag/online-tutoring"
},
"mindshift_21703": {
"type": "terms",
"id": "mindshift_21703",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21703",
"found": true
},
"relationships": {},
"featImg": null,
"name": "positive parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "positive parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20975,
"slug": "positive-parenting",
"isLoading": false,
"link": "/mindshift/tag/positive-parenting"
},
"mindshift_943": {
"type": "terms",
"id": "mindshift_943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social emotional learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social emotional learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 948,
"slug": "social-emotional-learning",
"isLoading": false,
"link": "/mindshift/tag/social-emotional-learning"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_20818": {
"type": "terms",
"id": "mindshift_20818",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20818",
"found": true
},
"relationships": {},
"featImg": null,
"name": "bias",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "bias Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20095,
"slug": "bias",
"isLoading": false,
"link": "/mindshift/tag/bias"
},
"mindshift_790": {
"type": "terms",
"id": "mindshift_790",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "790",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Kindergarten",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Kindergarten Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 793,
"slug": "kindergarten",
"isLoading": false,
"link": "/mindshift/tag/kindergarten"
},
"mindshift_550": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"link": "/mindshift/tag/reading"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
}
}
