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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-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>",
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"title": "Nearly 6 out of 10 Middle and High School Grades Are Wrong, Study Finds",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-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>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-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>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-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>",
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"title": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.",
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"headTitle": "They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-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>",
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"content": "\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\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-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "5-reasons-to-keep-up-read-alouds-beyond-kindergarten",
"title": "5 Reasons To Keep Up Read-Alouds Beyond Kindergarten",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From bedtime stories to storytime on the classroom rug, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story\">\u003cspan style=\"font-weight: 400\">read-alouds are a powerful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educational tool for students across grade levels. Reading aloud can capture young people’s interest in stories and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58591/how-reading-aloud-can-help-you-bond-with-your-kids-and-make-them-better-readers\">\u003cspan style=\"font-weight: 400\">can help them process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over 80% of children aged 6-14 who are read to said they love or like read-aloud time, according to \u003c/span>\u003ca href=\"https://www.scholastic.com/content/dam/scholastic/site/KFRR/KFRR_7th%20Edtidion.pdf\">\u003cspan style=\"font-weight: 400\">a Scholastic survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The same report found that despite positive feelings towards read-alouds, the frequency of read-alouds tends to decrease as children get older, peaking at age 5. “We cannot afford to give them up,” said \u003c/span>\u003ca href=\"https://x.com/lynnerdorfman\">\u003cspan style=\"font-weight: 400\">Lynne Dorfman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a literacy coach and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can’t assume that students are getting the necessary reading instruction at home. Lower-income households are likely to have fewer read-alouds, according to Scholastic. Additionally, a \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">2021 Pew Research Center survey \u003c/a>\u003c/span>found that 9-year-olds read for fun less often than they used to. Not only can read-alouds address these pain points, but many of the skills English language arts teachers strive to cultivate in the classroom can be supported with read-alouds.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of gathering students to listen to a story can target specific \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61841/many-teacher-prep-programs-include-debunked-methods-to-teach-kids-to-read-new-report-finds\">\u003cspan style=\"font-weight: 400\">reading strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, model positive reading behaviors, build a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">sense of community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, introduce students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">diverse texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and cultivate a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential\">\u003cspan style=\"font-weight: 400\">lifelong love of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">1. Targeting reading strategies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds offer an opportunity for teachers to reinforce reading strategies like visualization, making inferences, prediction and word recognition within a supportive and engaging context. “Books – picture books specifically – are the best co-teachers and the best tools that we have in our classrooms,” said literary specialist \u003c/span>\u003ca href=\"https://x.com/JoEllenMcCarthy?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">JoEllen McCarthy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the\u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\"> 2024 EdCollab Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/brenkrupp?lang=en\">\u003cspan style=\"font-weight: 400\">Brenda Krupp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a reading specialist and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommended that teachers pre-read the book and make notes about places they can stop to demonstrate reading strategies. These notes might include reminders to ask students what they think might happen or what context clues can help them figure out the meaning of a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To maintain the flow of the story and keep students engaged, Dorfman suggested limiting the number of stops during a read-aloud. “Target one strategy that you want to highlight, whether it’s visualization, making an inference, making a prediction, or asking a question,” she recommended.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Why we all need to start reading aloud to our kids | Keisha Siriboe | TEDxWanChai\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/VsAtwkHRorY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>2. Modeling positive reading behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers do read-alouds, it might seem like they are doing all the work, but students’ brains are actively engaged, too. “You are modeling what a fluent reader looks like and sounds like,” Dorfman said. “The comprehension process is totally invisible. It’s going on in your head all the time while you’re interacting with words, but this is a perfect opportunity to make your thinking visible to your students.” When teachers model fluent reading, proper intonation and expressive storytelling they provide students with the tools they need to become proficient readers themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Dorfman emphasized the importance of showing genuine emotional reactions while reading. She said that she’s never afraid to laugh, cry or gasp during a read-aloud to teach students that books can and should elicit emotions. Krupp also goes back to reread sections during read-alouds to show students that it’s normal to revisit a passage to make sure they understand. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Building community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before read-aloud time, Dorfman selects a student to hang a sign on the classroom door that says, “Read-aloud time. Please do not disturb.” This simple act communicates to her students and others that this is a protected, special time. As students gather to listen to a story, they share a collective experience. “Reading aloud puts students on a level playing field,” Dorfman said, explaining that teachers can read materials that might be above some students’ reading levels because they are decoding the text together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Krupp does read-alouds, she prefers to sit close to her students on something slightly elevated so everyone can see the book. She said this setup creates a sense of community and helps minimize distractions. At the start of the year, Krupp and her students create a behavior chart detailing what is expected during read-aloud time, such as keeping eyes forward and refraining from touching or talking to friends. In turn, students often regulate each other’s behavior because they want to hear the story. A bit of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">fidgeting is acceptable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some students doodle or lie down. But if there’s a lot of fidgeting, Krupp checks students’ interest in the book. “If they’re not [interested], then I don’t have any problem with abandoning it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Introducing diverse texts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use read-alouds to introduce students to a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too\">\u003cspan style=\"font-weight: 400\">diverse range of texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that align with their interests and expand their horizons. “I felt that it was my job to introduce kids to fables, mythology, science fiction and non-narrative nonfiction,” said Dorfman, who keeps track of what students are reading using a spreadsheet. Additionally, teachers don’t need to shy away from reading the first book in a series or a blend of chapter and picture books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When selecting books, Dorfman uses the “windows and mirrors” framework created by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This approach ensures a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">balance of books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that both reflect students’ own experiences (mirrors) and introduce them to new perspectives (windows). “We need to read books to kids that are going to open them up to other cultures, other experiences that are very unlike the ones that they’re having,” Dorfman said. Additionally, reading books that students can see themselves in increases engagement. “There’s a lot of compliance in school, but we have to turn a lot of that compliance into real engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Krupp begins the school year by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">conducting interest surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students to learn about their reading preferences. During back-to-school conferences, she asks students to bring in books they read over the summer. If she notices trends, she \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">\u003cspan style=\"font-weight: 400\">selects read-alouds that align with these interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If she needs help finding a book that will resonate with a specific group of students, Krupp consults the school librarian, who has known the students longer. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Cultivating a love of reading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Dorfman finishes a book during read-aloud sessions, it’s common for students to ask their parents to buy the book or check it out from the library so they can read it again. A read-aloud can create a joyful memory or experience with a book that students want to revisit. “The object is to get kids off reading independently,” Dorfman said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds also introduce students to new authors and genres, expanding their literary horizons and helping them discover that there are many types of books available. “To be a global citizen, you need to be a reader,” she said. “It’s important that kids love reading, or at least like it enough to pick up books, magazines and other reading materials outside of school.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From bedtime stories to storytime on the classroom rug, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story\">\u003cspan style=\"font-weight: 400\">read-alouds are a powerful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educational tool for students across grade levels. Reading aloud can capture young people’s interest in stories and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58591/how-reading-aloud-can-help-you-bond-with-your-kids-and-make-them-better-readers\">\u003cspan style=\"font-weight: 400\">can help them process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over 80% of children aged 6-14 who are read to said they love or like read-aloud time, according to \u003c/span>\u003ca href=\"https://www.scholastic.com/content/dam/scholastic/site/KFRR/KFRR_7th%20Edtidion.pdf\">\u003cspan style=\"font-weight: 400\">a Scholastic survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The same report found that despite positive feelings towards read-alouds, the frequency of read-alouds tends to decrease as children get older, peaking at age 5. “We cannot afford to give them up,” said \u003c/span>\u003ca href=\"https://x.com/lynnerdorfman\">\u003cspan style=\"font-weight: 400\">Lynne Dorfman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a literacy coach and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can’t assume that students are getting the necessary reading instruction at home. Lower-income households are likely to have fewer read-alouds, according to Scholastic. Additionally, a \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">2021 Pew Research Center survey \u003c/a>\u003c/span>found that 9-year-olds read for fun less often than they used to. Not only can read-alouds address these pain points, but many of the skills English language arts teachers strive to cultivate in the classroom can be supported with read-alouds.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of gathering students to listen to a story can target specific \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61841/many-teacher-prep-programs-include-debunked-methods-to-teach-kids-to-read-new-report-finds\">\u003cspan style=\"font-weight: 400\">reading strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, model positive reading behaviors, build a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">sense of community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, introduce students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">diverse texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and cultivate a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential\">\u003cspan style=\"font-weight: 400\">lifelong love of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">1. Targeting reading strategies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds offer an opportunity for teachers to reinforce reading strategies like visualization, making inferences, prediction and word recognition within a supportive and engaging context. “Books – picture books specifically – are the best co-teachers and the best tools that we have in our classrooms,” said literary specialist \u003c/span>\u003ca href=\"https://x.com/JoEllenMcCarthy?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">JoEllen McCarthy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the\u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\"> 2024 EdCollab Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/brenkrupp?lang=en\">\u003cspan style=\"font-weight: 400\">Brenda Krupp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a reading specialist and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommended that teachers pre-read the book and make notes about places they can stop to demonstrate reading strategies. These notes might include reminders to ask students what they think might happen or what context clues can help them figure out the meaning of a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To maintain the flow of the story and keep students engaged, Dorfman suggested limiting the number of stops during a read-aloud. “Target one strategy that you want to highlight, whether it’s visualization, making an inference, making a prediction, or asking a question,” she recommended.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Why we all need to start reading aloud to our kids | Keisha Siriboe | TEDxWanChai\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/VsAtwkHRorY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>2. Modeling positive reading behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers do read-alouds, it might seem like they are doing all the work, but students’ brains are actively engaged, too. “You are modeling what a fluent reader looks like and sounds like,” Dorfman said. “The comprehension process is totally invisible. It’s going on in your head all the time while you’re interacting with words, but this is a perfect opportunity to make your thinking visible to your students.” When teachers model fluent reading, proper intonation and expressive storytelling they provide students with the tools they need to become proficient readers themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Dorfman emphasized the importance of showing genuine emotional reactions while reading. She said that she’s never afraid to laugh, cry or gasp during a read-aloud to teach students that books can and should elicit emotions. Krupp also goes back to reread sections during read-alouds to show students that it’s normal to revisit a passage to make sure they understand. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Building community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before read-aloud time, Dorfman selects a student to hang a sign on the classroom door that says, “Read-aloud time. Please do not disturb.” This simple act communicates to her students and others that this is a protected, special time. As students gather to listen to a story, they share a collective experience. “Reading aloud puts students on a level playing field,” Dorfman said, explaining that teachers can read materials that might be above some students’ reading levels because they are decoding the text together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Krupp does read-alouds, she prefers to sit close to her students on something slightly elevated so everyone can see the book. She said this setup creates a sense of community and helps minimize distractions. At the start of the year, Krupp and her students create a behavior chart detailing what is expected during read-aloud time, such as keeping eyes forward and refraining from touching or talking to friends. In turn, students often regulate each other’s behavior because they want to hear the story. A bit of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">fidgeting is acceptable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some students doodle or lie down. But if there’s a lot of fidgeting, Krupp checks students’ interest in the book. “If they’re not [interested], then I don’t have any problem with abandoning it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Introducing diverse texts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use read-alouds to introduce students to a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too\">\u003cspan style=\"font-weight: 400\">diverse range of texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that align with their interests and expand their horizons. “I felt that it was my job to introduce kids to fables, mythology, science fiction and non-narrative nonfiction,” said Dorfman, who keeps track of what students are reading using a spreadsheet. Additionally, teachers don’t need to shy away from reading the first book in a series or a blend of chapter and picture books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When selecting books, Dorfman uses the “windows and mirrors” framework created by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This approach ensures a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">balance of books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that both reflect students’ own experiences (mirrors) and introduce them to new perspectives (windows). “We need to read books to kids that are going to open them up to other cultures, other experiences that are very unlike the ones that they’re having,” Dorfman said. Additionally, reading books that students can see themselves in increases engagement. “There’s a lot of compliance in school, but we have to turn a lot of that compliance into real engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Krupp begins the school year by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">conducting interest surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students to learn about their reading preferences. During back-to-school conferences, she asks students to bring in books they read over the summer. If she notices trends, she \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">\u003cspan style=\"font-weight: 400\">selects read-alouds that align with these interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If she needs help finding a book that will resonate with a specific group of students, Krupp consults the school librarian, who has known the students longer. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Cultivating a love of reading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Dorfman finishes a book during read-aloud sessions, it’s common for students to ask their parents to buy the book or check it out from the library so they can read it again. A read-aloud can create a joyful memory or experience with a book that students want to revisit. “The object is to get kids off reading independently,” Dorfman said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds also introduce students to new authors and genres, expanding their literary horizons and helping them discover that there are many types of books available. “To be a global citizen, you need to be a reader,” she said. “It’s important that kids love reading, or at least like it enough to pick up books, magazines and other reading materials outside of school.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\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-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in 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",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\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-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in 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>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"tagline": "Art is where you find it",
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"soldout": {
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