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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Teacher layoffs are likely this fall as $190 billion in federal pandemic aid expires. By \u003c/span>\u003ca href=\"https://caldercenter.org/publications/esser-funding-and-school-system-jobs-evidence-job-posting-data\">\u003cspan style=\"font-weight: 400\">one estimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, schools spent a fifth of their temporary funds on hiring new people, most of them teachers. Those jobs may soon be cut with many less experienced teachers losing their jobs first. The education world describes this policy with a business acronym used in inventory accounting: LIFO or “Last In, First Out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intuitively, LIFO seems smart. It not only rewards teachers for their years of service, but there’s also good evidence that \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-debunking-the-myth-that-teachers-stop-improving-after-five-years/\">\u003cspan style=\"font-weight: 400\">teachers improve with experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not every seasoned teacher is great, but on average, veterans are better than rookies. Keeping them in classrooms is generally best for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem is that senior teachers aren’t evenly distributed across schools. Wealthier and whiter schools tend to have more experienced teachers. By contrast, high-poverty schools, often populated by Black and Hispanic students, are staffed by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831217733445\">\u003cspan style=\"font-weight: 400\">more junior teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s because stressful working conditions at low-income schools prompt many teachers to leave after a short stint. Each year, they’re replaced with a fresh crop of young teachers and the turnover repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school districts lay teachers off by seniority, high-poverty schools end up bearing the brunt of the job cuts. The policy exacerbates the teacher churn at these schools. And that \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0002831212463813\">\u003cspan style=\"font-weight: 400\">churn alone harms student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially when a large share of teachers are going through the rocky period of adjusting to a new workplace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“LIFO is not very good for kids,” said Dan Goldhaber, a labor economist at the American Institutes for Research, speaking to journalists about expected teacher layoffs at the 2024 annual meeting of the Education Writers Association in Las Vegas.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63963\" class=\"wp-caption aligncenter\" style=\"max-width: 1522px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1.png\" alt=\"\" width=\"1522\" height=\"744\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1.png 1522w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-800x391.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1020x499.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-768x375.png 768w\" sizes=\"(max-width: 1522px) 100vw, 1522px\">\u003cfigcaption class=\"wp-caption-text\">Source: TNTP and Educators for Excellence (2023) “So All Students Thrive: Rethinking Layoff Policy To Protect Teacher Diversity.” A more detailed list of teacher layoff laws by state is in the appendix.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last time there were mass teacher layoffs was after the 2008 recession. Economists estimate that \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED616751.pdf\">\u003cspan style=\"font-weight: 400\">120,000 elementary, middle and high school teachers lost their jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between 2008 and 2012. The vast majority of school districts used seniority as the sole criteria for determining which teachers were laid off, according to a 2022 \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/17/2/367/108661/The-Inequitable-Effects-of-Teacher-Layoffs-What-We\">\u003cspan style=\"font-weight: 400\">policy brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in the journal Education Finance and Policy. In some cases, state law mandated that teacher layoffs had to be done by seniority. LIFO rules were also written into teachers union contracts. In other cases, school leaders simply decided to carry out layoffs this way. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists haven’t been able to conclusively prove that student achievement suffered more under LIFO layoffs than other ways of reducing the teacher workforce. But the evidence points in that direction for children in poverty and for Black and Hispanic students, according to two \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/17/2/367/108661/The-Inequitable-Effects-of-Teacher-Layoffs-What-We\">\u003cspan style=\"font-weight: 400\">research briefs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by \u003c/span>\u003ca href=\"https://caldercenter.org/publications/covid-19-crisis-and-teacher-layoffs-research-how-mitigate-harm\">\u003cspan style=\"font-weight: 400\">separate groups of scholars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed dozens of studies. For example, in the first two years after the 2008 recession, Black and Hispanic elementary students in Los Angeles Unified School District had \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X16670899\">\u003cspan style=\"font-weight: 400\">72% and 25% greater odds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, respectively, of having their teacher laid off compared to their white peers, according to one study. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Districts with higher rates of poverty and larger shares of Black and Hispanic students were \u003c/span>\u003ca href=\"https://www.semanticscholar.org/paper/Defining-%E2%80%9CComparable%E2%80%9D%3A-An-Analysis-of-Reduction-in-Ingle-Willis/bf9e1282192a750d7f4ed422e599f58917641510\">\u003cspan style=\"font-weight: 400\">more likely to have seniority-based layoff \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">policies, according to another study. “LIFO layoff policies end up removing less experienced teachers, sometimes in mass, from a small handful of schools,” wrote Matthew Kraft and Joshua Bleiberg in the 2022 policy brief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Budget cuts can create some messy situations. Terry Grier, a retired superintendent, who ran the San Diego school district following the 2008 recession, remembers that his district cut costs by eliminating jobs in the central office and reassigning these bureaucrats, many of whom had teacher certifications, to fill classroom vacancies. To avoid additional layoffs, his school board forced him to transfer teachers in overstaffed schools to fill classroom vacancies elsewhere, Grier said. The union contract specified that forced transfers had to begin with teachers who had the least seniority. That exacerbated teacher turnover at his poorest schools, and the loss of some very good teachers, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Despite being relatively new to the profession, many of these teachers were highly skilled,” said Grier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Losing promising new talent is painful. Raúl Gastón, the principal of a predominantly Hispanic and low-income middle school in Villa Park, Ill., still regrets not having the discretion to lay off a teacher whose poor performance was under review, and being forced instead to let go of an “excellent” rookie teacher in 2015.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a gut punch,” Gastón said. “She had just received a great rating on her evaluation. I was looking forward to what she could do to bring up our scores and help our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of excellent early career teachers was made stark in Minnesota, where \u003c/span>\u003ca href=\"https://www.swnewsmedia.com/savage_pacer/news/education/award-winning-teachers-of-color-lost-to-budget-cuts-in-burnsville-call-for-introspection-policy/article_a83023c4-a222-5133-8426-5c7ed8aa4bfa.html\">\u003cspan style=\"font-weight: 400\">Qorsho Hassan lost her job in the spring of 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of her district’s adherence to LIFO rules. After her layoff, Hassan was named the state’s \u003c/span>\u003ca href=\"https://sahanjournal.com/education/somali-educator-minnesota-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hassan was also a Black teacher, which highlights another unintended consequence of layoff policies that protect veteran teachers: they disproportionately eliminate Black and Hispanic faculty. That undermines efforts to diversify the teacher workforce, which is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">80% white\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while the U.S. public school student population is \u003c/span>\u003cspan style=\"font-weight: 400\">less than half\u003c/span> \u003cspan style=\"font-weight: 400\">white\u003c/span>\u003cspan style=\"font-weight: 400\">. In recent years, districts have had some success in \u003c/span>\u003ca href=\"https://nctresidencies.org/wp-content/uploads/2022/07/Recruitment-and-Retention-of-Black-Educators-Full-Report-FINAL-July-2022.pdf\">\u003cspan style=\"font-weight: 400\">recruiting more Black\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Hispanic teachers, but many of them are still early in their careers. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63962\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63962\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.png\" alt=\"\" width=\"1200\" height=\"1442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-800x961.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1020x1226.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x192.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x923.png 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Source: TNTP and Educators for Excellence (2023) “So All Students Thrive: Rethinking Layoff Policy To Protect Teacher Diversity”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The unfairness of LIFO layoffs became evident after the 2008 recession. Since then,\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305028\">\u003cspan style=\"font-weight: 400\"> 20 states have enacted laws\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to restrict the use of seniority as the main criteria for who gets laid off. But many states still permit it, including Texas. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/06/Layoff-Laws.pdf\">\u003cspan style=\"font-weight: 400\">State laws\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in California and New York still require that layoffs be carried out by seniority, according to TNTP, a nonprofit focused on improving K-12 education, and Educators for Excellence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there is a consensus among researchers that LIFO layoffs have unintended consequences that harm both students and teachers, there’s debate about what should replace this policy. One approach would be to lay off less effective teachers, regardless of seniority. But teacher effectiveness ratings, based on student test scores, are controversial and unpopular with teachers. Observational ratings can be subjective and, in practice, these evaluations \u003c/span>\u003ca href=\"https://www.chalkbeat.org/newyork/2014/8/28/21098489/few-principals-statewide-gave-teachers-low-marks-in-first-round-of-evaluations/#:~:text=Ninety%2Deight%20percent%20of%20teachers,lowest%20rating%20on%20their%20observations.\">\u003cspan style=\"font-weight: 400\">tend to rate most teachers highly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, making it hard to use them to distinguish teacher quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others have suggested keeping a seniority system in place but adding additional protections for certain kinds of teachers, such as those who teach in hard-to-staff, high-poverty schools. Oregon keeps LIFO in place, but in 2021 carved out an exception for teachers with “\u003c/span>\u003ca href=\"https://olis.oregonlegislature.gov/liz/2021R1/Downloads/MeasureDocument/HB2001/A-Engrossed\">\u003cspan style=\"font-weight: 400\">cultural and linguistic expertise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In 2022, \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2022/09/05/teachers-union-affirmative-action-into-contract/7930774001/?gnt-cfr=1\">\u003cspan style=\"font-weight: 400\">Minneapolis schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> decided that \u003c/span>\u003ca href=\"https://www.nctq.org/dmsView/Minneapolis_Teacher_Tentative_Agreement_3-25-22\">\u003cspan style=\"font-weight: 400\">“underrepresented” teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would be skipped during seniority-based layoffs. Still another idea is to make layoffs proportional to school size so that poor schools don’t suffer more than others.\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-teacher-layoffs-seniority-protections/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher layoffs\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\">Teacher layoffs are likely this fall as $190 billion in federal pandemic aid expires. By \u003c/span>\u003ca href=\"https://caldercenter.org/publications/esser-funding-and-school-system-jobs-evidence-job-posting-data\">\u003cspan style=\"font-weight: 400\">one estimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, schools spent a fifth of their temporary funds on hiring new people, most of them teachers. Those jobs may soon be cut with many less experienced teachers losing their jobs first. The education world describes this policy with a business acronym used in inventory accounting: LIFO or “Last In, First Out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intuitively, LIFO seems smart. It not only rewards teachers for their years of service, but there’s also good evidence that \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-debunking-the-myth-that-teachers-stop-improving-after-five-years/\">\u003cspan style=\"font-weight: 400\">teachers improve with experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not every seasoned teacher is great, but on average, veterans are better than rookies. Keeping them in classrooms is generally best for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem is that senior teachers aren’t evenly distributed across schools. Wealthier and whiter schools tend to have more experienced teachers. By contrast, high-poverty schools, often populated by Black and Hispanic students, are staffed by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831217733445\">\u003cspan style=\"font-weight: 400\">more junior teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s because stressful working conditions at low-income schools prompt many teachers to leave after a short stint. Each year, they’re replaced with a fresh crop of young teachers and the turnover repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school districts lay teachers off by seniority, high-poverty schools end up bearing the brunt of the job cuts. The policy exacerbates the teacher churn at these schools. And that \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0002831212463813\">\u003cspan style=\"font-weight: 400\">churn alone harms student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially when a large share of teachers are going through the rocky period of adjusting to a new workplace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“LIFO is not very good for kids,” said Dan Goldhaber, a labor economist at the American Institutes for Research, speaking to journalists about expected teacher layoffs at the 2024 annual meeting of the Education Writers Association in Las Vegas.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63963\" class=\"wp-caption aligncenter\" style=\"max-width: 1522px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1.png\" alt=\"\" width=\"1522\" height=\"744\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1.png 1522w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-800x391.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1020x499.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-768x375.png 768w\" sizes=\"(max-width: 1522px) 100vw, 1522px\">\u003cfigcaption class=\"wp-caption-text\">Source: TNTP and Educators for Excellence (2023) “So All Students Thrive: Rethinking Layoff Policy To Protect Teacher Diversity.” A more detailed list of teacher layoff laws by state is in the appendix.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last time there were mass teacher layoffs was after the 2008 recession. Economists estimate that \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED616751.pdf\">\u003cspan style=\"font-weight: 400\">120,000 elementary, middle and high school teachers lost their jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between 2008 and 2012. The vast majority of school districts used seniority as the sole criteria for determining which teachers were laid off, according to a 2022 \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/17/2/367/108661/The-Inequitable-Effects-of-Teacher-Layoffs-What-We\">\u003cspan style=\"font-weight: 400\">policy brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in the journal Education Finance and Policy. In some cases, state law mandated that teacher layoffs had to be done by seniority. LIFO rules were also written into teachers union contracts. In other cases, school leaders simply decided to carry out layoffs this way. \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\">Economists haven’t been able to conclusively prove that student achievement suffered more under LIFO layoffs than other ways of reducing the teacher workforce. But the evidence points in that direction for children in poverty and for Black and Hispanic students, according to two \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/17/2/367/108661/The-Inequitable-Effects-of-Teacher-Layoffs-What-We\">\u003cspan style=\"font-weight: 400\">research briefs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by \u003c/span>\u003ca href=\"https://caldercenter.org/publications/covid-19-crisis-and-teacher-layoffs-research-how-mitigate-harm\">\u003cspan style=\"font-weight: 400\">separate groups of scholars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed dozens of studies. For example, in the first two years after the 2008 recession, Black and Hispanic elementary students in Los Angeles Unified School District had \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X16670899\">\u003cspan style=\"font-weight: 400\">72% and 25% greater odds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, respectively, of having their teacher laid off compared to their white peers, according to one study. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Districts with higher rates of poverty and larger shares of Black and Hispanic students were \u003c/span>\u003ca href=\"https://www.semanticscholar.org/paper/Defining-%E2%80%9CComparable%E2%80%9D%3A-An-Analysis-of-Reduction-in-Ingle-Willis/bf9e1282192a750d7f4ed422e599f58917641510\">\u003cspan style=\"font-weight: 400\">more likely to have seniority-based layoff \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">policies, according to another study. “LIFO layoff policies end up removing less experienced teachers, sometimes in mass, from a small handful of schools,” wrote Matthew Kraft and Joshua Bleiberg in the 2022 policy brief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Budget cuts can create some messy situations. Terry Grier, a retired superintendent, who ran the San Diego school district following the 2008 recession, remembers that his district cut costs by eliminating jobs in the central office and reassigning these bureaucrats, many of whom had teacher certifications, to fill classroom vacancies. To avoid additional layoffs, his school board forced him to transfer teachers in overstaffed schools to fill classroom vacancies elsewhere, Grier said. The union contract specified that forced transfers had to begin with teachers who had the least seniority. That exacerbated teacher turnover at his poorest schools, and the loss of some very good teachers, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Despite being relatively new to the profession, many of these teachers were highly skilled,” said Grier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Losing promising new talent is painful. Raúl Gastón, the principal of a predominantly Hispanic and low-income middle school in Villa Park, Ill., still regrets not having the discretion to lay off a teacher whose poor performance was under review, and being forced instead to let go of an “excellent” rookie teacher in 2015.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a gut punch,” Gastón said. “She had just received a great rating on her evaluation. I was looking forward to what she could do to bring up our scores and help our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of excellent early career teachers was made stark in Minnesota, where \u003c/span>\u003ca href=\"https://www.swnewsmedia.com/savage_pacer/news/education/award-winning-teachers-of-color-lost-to-budget-cuts-in-burnsville-call-for-introspection-policy/article_a83023c4-a222-5133-8426-5c7ed8aa4bfa.html\">\u003cspan style=\"font-weight: 400\">Qorsho Hassan lost her job in the spring of 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of her district’s adherence to LIFO rules. After her layoff, Hassan was named the state’s \u003c/span>\u003ca href=\"https://sahanjournal.com/education/somali-educator-minnesota-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hassan was also a Black teacher, which highlights another unintended consequence of layoff policies that protect veteran teachers: they disproportionately eliminate Black and Hispanic faculty. That undermines efforts to diversify the teacher workforce, which is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">80% white\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while the U.S. public school student population is \u003c/span>\u003cspan style=\"font-weight: 400\">less than half\u003c/span> \u003cspan style=\"font-weight: 400\">white\u003c/span>\u003cspan style=\"font-weight: 400\">. In recent years, districts have had some success in \u003c/span>\u003ca href=\"https://nctresidencies.org/wp-content/uploads/2022/07/Recruitment-and-Retention-of-Black-Educators-Full-Report-FINAL-July-2022.pdf\">\u003cspan style=\"font-weight: 400\">recruiting more Black\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Hispanic teachers, but many of them are still early in their careers. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63962\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63962\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.png\" alt=\"\" width=\"1200\" height=\"1442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-800x961.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1020x1226.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x192.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x923.png 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Source: TNTP and Educators for Excellence (2023) “So All Students Thrive: Rethinking Layoff Policy To Protect Teacher Diversity”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The unfairness of LIFO layoffs became evident after the 2008 recession. Since then,\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305028\">\u003cspan style=\"font-weight: 400\"> 20 states have enacted laws\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to restrict the use of seniority as the main criteria for who gets laid off. But many states still permit it, including Texas. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/06/Layoff-Laws.pdf\">\u003cspan style=\"font-weight: 400\">State laws\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in California and New York still require that layoffs be carried out by seniority, according to TNTP, a nonprofit focused on improving K-12 education, and Educators for Excellence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there is a consensus among researchers that LIFO layoffs have unintended consequences that harm both students and teachers, there’s debate about what should replace this policy. One approach would be to lay off less effective teachers, regardless of seniority. But teacher effectiveness ratings, based on student test scores, are controversial and unpopular with teachers. Observational ratings can be subjective and, in practice, these evaluations \u003c/span>\u003ca href=\"https://www.chalkbeat.org/newyork/2014/8/28/21098489/few-principals-statewide-gave-teachers-low-marks-in-first-round-of-evaluations/#:~:text=Ninety%2Deight%20percent%20of%20teachers,lowest%20rating%20on%20their%20observations.\">\u003cspan style=\"font-weight: 400\">tend to rate most teachers highly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, making it hard to use them to distinguish teacher quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others have suggested keeping a seniority system in place but adding additional protections for certain kinds of teachers, such as those who teach in hard-to-staff, high-poverty schools. Oregon keeps LIFO in place, but in 2021 carved out an exception for teachers with “\u003c/span>\u003ca href=\"https://olis.oregonlegislature.gov/liz/2021R1/Downloads/MeasureDocument/HB2001/A-Engrossed\">\u003cspan style=\"font-weight: 400\">cultural and linguistic expertise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In 2022, \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2022/09/05/teachers-union-affirmative-action-into-contract/7930774001/?gnt-cfr=1\">\u003cspan style=\"font-weight: 400\">Minneapolis schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> decided that \u003c/span>\u003ca href=\"https://www.nctq.org/dmsView/Minneapolis_Teacher_Tentative_Agreement_3-25-22\">\u003cspan style=\"font-weight: 400\">“underrepresented” teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would be skipped during seniority-based layoffs. Still another idea is to make layoffs proportional to school size so that poor schools don’t suffer more than others.\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-teacher-layoffs-seniority-protections/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher layoffs\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>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \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-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\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\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \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 surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \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-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\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": "school-vendors-get-paid-no-matter-the-outcome-ome-schools-are-changing-the-contracts",
"title": "School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts.",
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"headTitle": "School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts. | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Schools spend \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=66#:~:text=Question%3A,constant%202021%E2%80%9322%20dollars).\">\u003cspan style=\"font-weight: 400\">billions of dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on products and services, including everything from staplers and textbooks to teacher coaching and training. Does any of it help students learn more? Some educational materials end up \u003c/span>\u003ca href=\"https://hechingerreport.org/new-jersey-school-district-decided-giving-laptops-students-terrible-idea/\">\u003cspan style=\"font-weight: 400\">mothballed in closets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Much software goes \u003c/span>\u003ca href=\"https://hechingerreport.org/3-lessons-from-data-on-how-students-are-actually-using-educational-apps-and-software-at-school/\">\u003cspan style=\"font-weight: 400\">unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet central-office bureaucrats frequently renew their contracts with outside vendors regardless of usage or efficacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One idea for smarter education spending is for schools to sign smarter contracts, where part of the payment is contingent upon whether students use the services and learn more. It’s called \u003ca href=\"https://www.kqed.org/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work\">outcomes-based contracting\u003c/a> and is a way of sharing risk between buyer (the school) and seller (the vendor). Outcomes-based contracting is most \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397909/\">\u003cspan style=\"font-weight: 400\">common in healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, a health insurer might pay a pharmaceutical company more for a drug if it actually improves people’s health, and less if it doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the idea is relatively new in education, many schools tried a different version of it – evaluating and paying teachers based on how much their students’ test scores improved – in the 2010s. Teachers didn’t like it, and enthusiasm for these teacher accountability schemes waned. Then, in 2020, \u003c/span>\u003ca href=\"https://cepr.harvard.edu/obci\">\u003cspan style=\"font-weight: 400\">Harvard University’s Center for Education Policy Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> announced that it was going to test the feasibility of paying tutoring companies by how much students’ test scores improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initiative was particularly timely in the wake of the pandemic. The federal government would eventually give schools almost $190 billion to reopen and to help students who fell behind when schools were closed. \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">Tutoring became a leading solution for academic recovery\u003c/a>, and schools contracted with outside companies to provide tutors. Many educators worried that billions could be wasted on low-quality tutors who didn’t help anyone. Could schools insist that tutoring companies make part of their payment contingent upon whether student achievement increased? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Harvard center recruited a handful of school districts who wanted to try an outcomes-based contract. The researchers and districts shared ideas on how to set performance targets. How much should they expect student achievement to grow from a few months of tutoring? How much of the contract should be guaranteed to the vendor for delivering tutors, and how much should be contingent on student performance? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first hurdle was whether tutoring companies would be willing to offer services without knowing exactly how much they would be paid. School districts sent out requests for proposals from online tutoring companies. Tutoring companies bid and the terms varied. One online tutoring company agreed that 40% of a $1.2 million contract with the Duval County Public Schools in Jacksonville, Florida, would be contingent upon student performance. Another online tutoring company signed a contract with Ector County schools in the Odessa, Texas, region that specified that the company had to accept a penalty if kids’ scores declined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the middle of the pilot, the outcomes-based contracting initiative \u003c/span>\u003ca href=\"https://www.forbes.com/sites/raymondpierce/2022/03/21/school-district-contracting-can-be-a-lever-for-equity/?sh=56f02344280c\">\u003cspan style=\"font-weight: 400\">moved \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Harvard center to the \u003c/span>\u003ca href=\"https://obc.southerneducation.org/\">\u003cspan style=\"font-weight: 400\">Southern Education Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another nonprofit, and I recently learned how the first group of contracts panned out from Jasmine Walker, a senior manager there. Walker had a first-hand view because until the fall of 2023, she was the director of mathematics in Florida’s Duval County schools, where she oversaw the outcomes-based contract on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some lessons she learned.\u003c/span>\u003c/p>\n\u003ch2>Planning is time-consuming\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing up an outcomes-based contract requires analyzing years of historical testing data, and documenting how much achievement has typically grown for the students who need tutoring. Then, educators have to decide – based on the \u003ca href=\"https://www.kqed.org/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research\">research evidence for tutoring\u003c/a> – how much they could reasonably hope student achievement to grow after 12 weeks or more. \u003c/span>\u003c/p>\n\u003ch2>Incomplete data was a common problem\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first school district in the pilot group launched its outcomes-based contract in the fall of 2021. In the middle of the pilot, school leadership changed, layoffs hit, and the leaders of the tutoring initiative left the district. With no one in the district’s central office left to track it, there was no data on whether tutoring helped the 1,000 students who received it. Half the students attended 70% of the tutoring sessions. Half didn’t. Test scores for almost two-thirds of the tutored students increased between the start and the end of the tutoring program. But these students also had regular math classes each day and they likely would have posted some achievement gains anyway.\u003c/span>\u003c/p>\n\u003ch2>Delays in settling contracts led to fewer tutored students\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker said two school districts weren’t able to start tutoring children until January 2023, instead of the fall of 2022 as originally planned, because it took so long to iron out contract details and obtain approvals inside the districts. Many schools didn’t want to wait and launched other interventions to help needy students sooner. Understandably, schools didn’t want to yank these students away from those other interventions midyear. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That delay had big consequences in Duval County. Only 451 students received tutoring instead of a projected 1,200. Fewer students forced Walker to recalculate Duval’s outcomes-based contract. Instead of a $1.2 million contract with $480,000 of it contingent on student outcomes, she downsized it to $464,533 with $162,363 contingent. The tutored students hit 53% of the district’s growth and proficiency goals, leading to a total payout of $393,220 to the tutoring company – far less than the company had originally anticipated. But the average per-student payout of $872 was in line with the original terms of between $600 and $1,000 per student. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The bottom line is still uncertain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What we don’t know from any of these \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1WOlpmB9qgDGtyzxVQCn8c9UWbp65fFTG/view\">\u003cspan style=\"font-weight: 400\">case studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is whether similar students who didn’t receive tutoring also made similar growth and proficiency gains. Maybe it’s all the other things that teachers were doing that made the difference. In Duval County, for example, proficiency rates in math rose from 28% of students to 46% of students. Walker believes that outcomes-based contracting for tutoring was “one lever” of many. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear if outcomes-based contracting is a way for schools to save money. This kind of intensive tutoring – three times a week or more during the school day – is new and the school districts didn’t have previous pre-pandemic tutoring contracts for comparison. But generally, if all the student goals are met, companies stand to earn more in an outcomes-based contract than they would have otherwise, Walker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not really about saving money,” said Walker. “What we want is for students to achieve. I don’t care if I spent the whole contract amount if the students actually met the outcomes, because in the past, let’s face it, I was still paying, and they were not achieving outcomes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest change with outcomes-based contracting, Walker said, was the partnership with the provider. One contractor monitored student attendance during tutoring sessions, called her when attendance slipped and asked her to investigate. Students were given rewards for attending their tutoring sessions and the tutoring company even chipped in to pay for them. “Kids love \u003c/span>\u003ca href=\"https://barcel-usa.com/takis\">\u003cspan style=\"font-weight: 400\">Takis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Walker. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker has two pieces of advice for schools considering outcomes-based contracts. One, she says, is to make the contingency amount at least 40% of the contract. Smaller incentives may not motivate the vendor. For her second outcomes-based contract in Duval County, Walker boosted the contingency amount to half the contract. To earn it, the tutoring company needs the students it is tutoring to hit growth and proficiency goals. That tutoring took place during the current 2023-24 school year. Based on mid-year results, students exceeded expectations, but full-year results are not yet in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, Walker says the biggest lesson she learned was to include teachers, parents and students earlier in the contract negotiation process. She says buy-in from teachers is critical because classroom teachers are actually making sure the tutoring happens. Otherwise, an outcomes-based contract can feel like yet “another thing” that the central office is adding to a teacher’s workload. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker also said she wished she had spent more time educating parents and students on the importance of attending school and their tutoring sessions. ”It’s important that everyone understands the mission,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Innovation can be rocky, especially at the beginning. Now the Southern Education Foundation is working to expand its outcomes-based contracting initiative nationwide. A second group of four school districts launched its first outcomes-based contracts for tutoring this 2023-24 school year. Walker says that the rate cards and recordkeeping are improving from the first pilot round, which took place during the stress and chaos of the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The foundation is also seeking to expand the use of outcomes-based contracts beyond tutoring to education technology and software. Nine districts are slated to launch outcomes-based contracts for ed tech this fall. Her next dream is to design outcomes-based contracts around curriculum and teacher training. I’ll be watching. \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-outcomes-based-contracting/\">\u003ci>\u003cspan style=\"font-weight: 400\">outcomes-based contracting\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"title": "School Vendors Get Paid No Matter the Outcome. Some Schools Are Changing the Contracts. | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools spend \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=66#:~:text=Question%3A,constant%202021%E2%80%9322%20dollars).\">\u003cspan style=\"font-weight: 400\">billions of dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on products and services, including everything from staplers and textbooks to teacher coaching and training. Does any of it help students learn more? Some educational materials end up \u003c/span>\u003ca href=\"https://hechingerreport.org/new-jersey-school-district-decided-giving-laptops-students-terrible-idea/\">\u003cspan style=\"font-weight: 400\">mothballed in closets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Much software goes \u003c/span>\u003ca href=\"https://hechingerreport.org/3-lessons-from-data-on-how-students-are-actually-using-educational-apps-and-software-at-school/\">\u003cspan style=\"font-weight: 400\">unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet central-office bureaucrats frequently renew their contracts with outside vendors regardless of usage or efficacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One idea for smarter education spending is for schools to sign smarter contracts, where part of the payment is contingent upon whether students use the services and learn more. It’s called \u003ca href=\"https://www.kqed.org/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work\">outcomes-based contracting\u003c/a> and is a way of sharing risk between buyer (the school) and seller (the vendor). Outcomes-based contracting is most \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397909/\">\u003cspan style=\"font-weight: 400\">common in healthcare\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, a health insurer might pay a pharmaceutical company more for a drug if it actually improves people’s health, and less if it doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the idea is relatively new in education, many schools tried a different version of it – evaluating and paying teachers based on how much their students’ test scores improved – in the 2010s. Teachers didn’t like it, and enthusiasm for these teacher accountability schemes waned. Then, in 2020, \u003c/span>\u003ca href=\"https://cepr.harvard.edu/obci\">\u003cspan style=\"font-weight: 400\">Harvard University’s Center for Education Policy Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> announced that it was going to test the feasibility of paying tutoring companies by how much students’ test scores improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initiative was particularly timely in the wake of the pandemic. The federal government would eventually give schools almost $190 billion to reopen and to help students who fell behind when schools were closed. \u003ca href=\"https://www.kqed.org/mindshift/tag/tutoring\">Tutoring became a leading solution for academic recovery\u003c/a>, and schools contracted with outside companies to provide tutors. Many educators worried that billions could be wasted on low-quality tutors who didn’t help anyone. Could schools insist that tutoring companies make part of their payment contingent upon whether student achievement increased? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Harvard center recruited a handful of school districts who wanted to try an outcomes-based contract. The researchers and districts shared ideas on how to set performance targets. How much should they expect student achievement to grow from a few months of tutoring? How much of the contract should be guaranteed to the vendor for delivering tutors, and how much should be contingent on student performance? \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 first hurdle was whether tutoring companies would be willing to offer services without knowing exactly how much they would be paid. School districts sent out requests for proposals from online tutoring companies. Tutoring companies bid and the terms varied. One online tutoring company agreed that 40% of a $1.2 million contract with the Duval County Public Schools in Jacksonville, Florida, would be contingent upon student performance. Another online tutoring company signed a contract with Ector County schools in the Odessa, Texas, region that specified that the company had to accept a penalty if kids’ scores declined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the middle of the pilot, the outcomes-based contracting initiative \u003c/span>\u003ca href=\"https://www.forbes.com/sites/raymondpierce/2022/03/21/school-district-contracting-can-be-a-lever-for-equity/?sh=56f02344280c\">\u003cspan style=\"font-weight: 400\">moved \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Harvard center to the \u003c/span>\u003ca href=\"https://obc.southerneducation.org/\">\u003cspan style=\"font-weight: 400\">Southern Education Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another nonprofit, and I recently learned how the first group of contracts panned out from Jasmine Walker, a senior manager there. Walker had a first-hand view because until the fall of 2023, she was the director of mathematics in Florida’s Duval County schools, where she oversaw the outcomes-based contract on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some lessons she learned.\u003c/span>\u003c/p>\n\u003ch2>Planning is time-consuming\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing up an outcomes-based contract requires analyzing years of historical testing data, and documenting how much achievement has typically grown for the students who need tutoring. Then, educators have to decide – based on the \u003ca href=\"https://www.kqed.org/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research\">research evidence for tutoring\u003c/a> – how much they could reasonably hope student achievement to grow after 12 weeks or more. \u003c/span>\u003c/p>\n\u003ch2>Incomplete data was a common problem\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first school district in the pilot group launched its outcomes-based contract in the fall of 2021. In the middle of the pilot, school leadership changed, layoffs hit, and the leaders of the tutoring initiative left the district. With no one in the district’s central office left to track it, there was no data on whether tutoring helped the 1,000 students who received it. Half the students attended 70% of the tutoring sessions. Half didn’t. Test scores for almost two-thirds of the tutored students increased between the start and the end of the tutoring program. But these students also had regular math classes each day and they likely would have posted some achievement gains anyway.\u003c/span>\u003c/p>\n\u003ch2>Delays in settling contracts led to fewer tutored students\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker said two school districts weren’t able to start tutoring children until January 2023, instead of the fall of 2022 as originally planned, because it took so long to iron out contract details and obtain approvals inside the districts. Many schools didn’t want to wait and launched other interventions to help needy students sooner. Understandably, schools didn’t want to yank these students away from those other interventions midyear. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That delay had big consequences in Duval County. Only 451 students received tutoring instead of a projected 1,200. Fewer students forced Walker to recalculate Duval’s outcomes-based contract. Instead of a $1.2 million contract with $480,000 of it contingent on student outcomes, she downsized it to $464,533 with $162,363 contingent. The tutored students hit 53% of the district’s growth and proficiency goals, leading to a total payout of $393,220 to the tutoring company – far less than the company had originally anticipated. But the average per-student payout of $872 was in line with the original terms of between $600 and $1,000 per student. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The bottom line is still uncertain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What we don’t know from any of these \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1WOlpmB9qgDGtyzxVQCn8c9UWbp65fFTG/view\">\u003cspan style=\"font-weight: 400\">case studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is whether similar students who didn’t receive tutoring also made similar growth and proficiency gains. Maybe it’s all the other things that teachers were doing that made the difference. In Duval County, for example, proficiency rates in math rose from 28% of students to 46% of students. Walker believes that outcomes-based contracting for tutoring was “one lever” of many. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear if outcomes-based contracting is a way for schools to save money. This kind of intensive tutoring – three times a week or more during the school day – is new and the school districts didn’t have previous pre-pandemic tutoring contracts for comparison. But generally, if all the student goals are met, companies stand to earn more in an outcomes-based contract than they would have otherwise, Walker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not really about saving money,” said Walker. “What we want is for students to achieve. I don’t care if I spent the whole contract amount if the students actually met the outcomes, because in the past, let’s face it, I was still paying, and they were not achieving outcomes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest change with outcomes-based contracting, Walker said, was the partnership with the provider. One contractor monitored student attendance during tutoring sessions, called her when attendance slipped and asked her to investigate. Students were given rewards for attending their tutoring sessions and the tutoring company even chipped in to pay for them. “Kids love \u003c/span>\u003ca href=\"https://barcel-usa.com/takis\">\u003cspan style=\"font-weight: 400\">Takis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Walker. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker has two pieces of advice for schools considering outcomes-based contracts. One, she says, is to make the contingency amount at least 40% of the contract. Smaller incentives may not motivate the vendor. For her second outcomes-based contract in Duval County, Walker boosted the contingency amount to half the contract. To earn it, the tutoring company needs the students it is tutoring to hit growth and proficiency goals. That tutoring took place during the current 2023-24 school year. Based on mid-year results, students exceeded expectations, but full-year results are not yet in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, Walker says the biggest lesson she learned was to include teachers, parents and students earlier in the contract negotiation process. She says buy-in from teachers is critical because classroom teachers are actually making sure the tutoring happens. Otherwise, an outcomes-based contract can feel like yet “another thing” that the central office is adding to a teacher’s workload. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walker also said she wished she had spent more time educating parents and students on the importance of attending school and their tutoring sessions. ”It’s important that everyone understands the mission,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Innovation can be rocky, especially at the beginning. Now the Southern Education Foundation is working to expand its outcomes-based contracting initiative nationwide. A second group of four school districts launched its first outcomes-based contracts for tutoring this 2023-24 school year. Walker says that the rate cards and recordkeeping are improving from the first pilot round, which took place during the stress and chaos of the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The foundation is also seeking to expand the use of outcomes-based contracts beyond tutoring to education technology and software. Nine districts are slated to launch outcomes-based contracts for ed tech this fall. Her next dream is to design outcomes-based contracts around curriculum and teacher training. I’ll be watching. \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-outcomes-based-contracting/\">\u003ci>\u003cspan style=\"font-weight: 400\">outcomes-based contracting\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "strategies-for-bringing-desirable-difficulty-into-learning",
"title": "Strategies for Bringing 'Desirable Difficulty' Into Learning",
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"headTitle": "Strategies for Bringing ‘Desirable Difficulty’ Into Learning | KQED",
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"content": "\u003cp>\u003cem>Excerpted from \u003c/em>\u003ca href=\"https://us.corwin.com/books/memory-for-teachers-284099\">What Teachers Need to Know About Memory\u003c/a>\u003cem> by Jonathan Firth and Nasima Riazat. Copyright (c) 2024 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Some of the most effective learning strategies are those known as desirable difficulties. These make learning more effortful but are useful (desirable) because they make forgetting less likely, and help to ensure that what is practiced is both retained and can be used flexibly in the future.\u003c/p>\n\u003cp>However, could it be the case that for some learners, there are already enough difficulties in the classroom, without adding more? After all, the level of difficulty involved might be expected to vary among learners. What one learner finds quite difficult may be impossibly challenging for another, perhaps leading them to give up entirely. In short, we need to consider how to ensure that desirable difficulties are always desirable! According to \u003ca href=\"https://psycnet.apa.org/record/2018-14068-005\">a 2018 study\u003c/a>, “If a learner does not have the background knowledge or skills to respond successfully to a given difficulty, it becomes an undesirable difficulty.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-160x228.jpg\" alt=\"\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-160x228.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-800x1139.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-768x1093.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download.jpg 1004w\" sizes=\"(max-width: 160px) 100vw, 160px\">First, let’s briefly recap the desirable difficulties and why they work. Desirable difficulties increase challenge in a way that is useful and pedagogically appropriate. Examples of strategies that fall into this category include retrieval or self-testing, spacing out practice, variation in practice, self-explanation when reading notes, and interleaving. These factors make classroom tasks such as reading, discussions and project work more effective, but in the process, the tasks become subjectively harder, and students tend to make more errors.\u003c/p>\n\u003cp>The reason that these strategies work so well is because they mimic real life. In other words, the more similar we make the learning/practice situation to the real thing, the better information and skills can be retained and later used. A greater correspondence between the practice situation and later use makes it easier for learners to transfer what has been learnt.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We should therefore ensure that \u003ca href=\"https://www.kqed.org/mindshift/62750/a-group-of-scientists-set-out-to-study-quick-learners-then-they-discovered-they-dont-exist\">these things are used for all learners\u003c/a>, and they can be used straight away and at all ages. There isn’t a group of pupils for whom being able to retain and apply what they study over the long term is unimportant! We shouldn’t see these strategies as dispensable, able to be dropped if students are finding things too challenging. What can be changed is the level of challenge, and this is surprisingly straightforward. However, it is best tackled one strategy at a time.\u003c/p>\n\u003ch2>Retrieval practice\u003c/h2>\n\u003cp>In general, researchers recommend that students should be getting \u003ca href=\"https://www.aft.org/sites/default/files/Rosenshine.pdf\">a success rate of around 80%\u003c/a> when trying to retrieve prior learning. So, for example, you might aim to pitch the quiz at a difficulty level that means most learners are getting a few answers wrong.\u003c/p>\n\u003cp>The way to adjust this for struggling learners is not to dispose of the quiz entirely, but to modify the difficulty level for different students, while ensuring that all are still prompted to retrieve. Some modifications could include:\u003c/p>\n\u003cul>\n\u003cli>providing hints and cues, such as an additional sentence reminding them of a previous example;\u003c/li>\n\u003cli>reducing the number of wrong choices on a multiple-choice quiz;\u003c/li>\n\u003cli>giving the entire quiz a little sooner to these pupils than to the rest of the class (though ideally, it should still not be given straight away).\u003c/li>\n\u003c/ul>\n\u003cp>Less helpful modifications include anything that means the learner is not retrieving things from memory. Don’t have them work with a partner who will recall the answers, for example, and don’t turn a retrieval task into a copy-the-answers task.\u003c/p>\n\u003ch2>Spacing\u003c/h2>\n\u003cp>Spacing out practice is hard, but also effective. As teachers, we can bear in mind that the more time that has passed, the more our learners will have forgotten. We can also try to judge (using prior experience) how much forgetting of a topic is likely to have occurred. Researchers recommend that educators schedule review tasks for a point in time when learners are on the verge of forgetting but have not yet completely forgotten. To put it another way, a little bit of forgetting is useful, but we shouldn’t leave it too long. Revisiting learning should be planned and factored in as part of a unit of learning.\u003c/p>\n\u003cp>The speed of forgetting will depend not just on the material, but on the learner. Those with less well-developed schemas, or who practiced less effectively the first time the material was studied, will forget more rapidly. As the teacher, you can experiment with scheduling practice at different times for different learners.\u003c/p>\n\u003ch2>Varied practice\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/63315/learning-science-might-help-kids-read-better\">Varied practice can happen in a number of ways\u003c/a>, but some of the most straightforward include varying the format of the task, the context, or the place where practice takes place. Asking physics learners to write a short essay explaining particles instead of completing their usual practice problems is an example of varying the task. Studying outside instead of indoors is varying the location. For example, taking students to a local seaside as part of a geography lesson to measure ‘shore drift’ for themselves, rather than seeing a short video of the process (this example is active, as well as varied).\u003c/p>\n\u003cp>The level of variation can range from high to low. For struggling learners, variation can be considered a bit like the ‘spiciness’ level of food – it can be stronger or weaker according to what is needed. For example, it would be easier to transfer what has been learnt about vectors from one written task to another, and harder to transfer the same principles to a real scenario involving plane travel.\u003c/p>\n\u003cp>In situations where it is impractical to vary things in different ways for different learners (for example, where the whole class is going to practice something outside), we can help struggling learners to cope with the difficulties by providing hints and reminders.\u003c/p>\n\u003ch2>Self-explanation when reading notes\u003c/h2>\n\u003cp>Self-explanation is in some ways one of the easiest desirable difficulties to use, as it can be applied to the \u003ca href=\"https://www.kqed.org/mindshift/57644/13-effective-study-strategies-to-help-students-learn\">forms of study and practice\u003c/a> that a lot of learners tend to choose. Many of them prefer to study from notes or do practice problems, and could be prompted to self explain.\u003c/p>\n\u003cp>The problem here lies in that some of the learners who would benefit most from this technique will tend to avoid doing it spontaneously, in part because struggling \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">learners often lack awareness of their own weaknesses\u003c/a>. They mistakenly think that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">their study habits are more effective than they are\u003c/a>.\u003c/p>\n\u003cp>Again, it is not helpful to avoid the desirable difficulty, but rather to find ways to provide support:\u003c/p>\n\u003cul>\n\u003cli>learners could be encouraged to use Cornell notes, a format which includes a box where they write a summary at a later date;\u003c/li>\n\u003cli>this summary box could feature self-explanation prompts, for example. Explain what insights this provides, and how it links to what you knew before;\u003c/li>\n\u003cli>if they find it too hard to figure out which terms to self-explain, these could be highlighted in their notes by the teacher.\u003c/li>\n\u003c/ul>\n\u003ch2>Interleaving\u003c/h2>\n\u003cp>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-the-what-why-how-of-interleaving/2021/05\">Interleaving\u003c/a> has been used across a range of learning situations, including with very young children and the elderly. In addition, the underlying principle – inductive learning via categorizing similar and different types of item – is a process that even young babies go through when they are first learning about the world.\u003c/p>\n\u003cp>For that reason, there is certainly no reason to avoid interleaving with struggling learners. They may in fact find it a more straightforward and intuitive way to learn than more ‘direct teaching’ approaches, in part because it involves learning via examples.\u003c/p>\n\u003cp>All the same, interleaving can be demanding on working memory because learners have to retain multiple examples or categories. Ways to manage this difficulty might include:\u003c/p>\n\u003cul>\n\u003cli>showing fewer categories at a time – for example, if you were using interleaving to teach types of lake in geography, just two or three types of lake could be shown at a time;\u003c/li>\n\u003cli>showing examples at the same time (e.g., on the same slide) rather than one after another (e.g., on two different slides spaced apart), making comparisons less demanding of working memory;\u003c/li>\n\u003cli>making the similarities and differences between examples a little more obvious by giving hints such as by asking ‘What difference in shape is there between these example lakes?’\u003c/li>\n\u003c/ul>\n\u003cp>A common theme for all of these strategies is that the level has to be appropriate. By making learning more challenging, it makes the practice situation more like the circumstances when learning is used in real life – and this has genuine benefits. Too difficult, and some of these benefits can be lost.\u003c/p>\n\u003cp>Overall, it’s worth bearing in mind that these techniques work with all ability levels. Most have been demonstrated in the learning of pre-school children and even animals. Therefore, school students can cope with them in some form. The key is to ensure that the difficulty level is appropriate.\u003c/p>\n\u003cp>Bear in mind also that when difficulties are combined – for example, applying both spacing and retrieval to a revision activity – doing so will make things extra challenging. If it is hard to repeat a task after a delay, it will be even harder to do a quiz on it after a delay! For this reason, additional support and modifications may be needed in such cases, even for stronger and more confident students.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jw_firth\">Jonathan Firth\u003c/a> is an author, teacher and researcher focused on the psychology of education. He has run workshops on metacognition, exam skills and debunking neuromyths in education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/NSRiazat\">Nasima Riazat\u003c/a> is an author, lecturer and school leader. She is also the regional lead for WomenEd in the North West and the founder of #PhDchat.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003c/em>\u003ca href=\"https://us.corwin.com/books/memory-for-teachers-284099\">What Teachers Need to Know About Memory\u003c/a>\u003cem> by Jonathan Firth and Nasima Riazat. Copyright (c) 2024 by Corwin Press, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Some of the most effective learning strategies are those known as desirable difficulties. These make learning more effortful but are useful (desirable) because they make forgetting less likely, and help to ensure that what is practiced is both retained and can be used flexibly in the future.\u003c/p>\n\u003cp>However, could it be the case that for some learners, there are already enough difficulties in the classroom, without adding more? After all, the level of difficulty involved might be expected to vary among learners. What one learner finds quite difficult may be impossibly challenging for another, perhaps leading them to give up entirely. In short, we need to consider how to ensure that desirable difficulties are always desirable! According to \u003ca href=\"https://psycnet.apa.org/record/2018-14068-005\">a 2018 study\u003c/a>, “If a learner does not have the background knowledge or skills to respond successfully to a given difficulty, it becomes an undesirable difficulty.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-160x228.jpg\" alt=\"\" width=\"160\" height=\"228\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-160x228.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-800x1139.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download-768x1093.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/download.jpg 1004w\" sizes=\"(max-width: 160px) 100vw, 160px\">First, let’s briefly recap the desirable difficulties and why they work. Desirable difficulties increase challenge in a way that is useful and pedagogically appropriate. Examples of strategies that fall into this category include retrieval or self-testing, spacing out practice, variation in practice, self-explanation when reading notes, and interleaving. These factors make classroom tasks such as reading, discussions and project work more effective, but in the process, the tasks become subjectively harder, and students tend to make more errors.\u003c/p>\n\u003cp>The reason that these strategies work so well is because they mimic real life. In other words, the more similar we make the learning/practice situation to the real thing, the better information and skills can be retained and later used. A greater correspondence between the practice situation and later use makes it easier for learners to transfer what has been learnt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We should therefore ensure that \u003ca href=\"https://www.kqed.org/mindshift/62750/a-group-of-scientists-set-out-to-study-quick-learners-then-they-discovered-they-dont-exist\">these things are used for all learners\u003c/a>, and they can be used straight away and at all ages. There isn’t a group of pupils for whom being able to retain and apply what they study over the long term is unimportant! We shouldn’t see these strategies as dispensable, able to be dropped if students are finding things too challenging. What can be changed is the level of challenge, and this is surprisingly straightforward. However, it is best tackled one strategy at a time.\u003c/p>\n\u003ch2>Retrieval practice\u003c/h2>\n\u003cp>In general, researchers recommend that students should be getting \u003ca href=\"https://www.aft.org/sites/default/files/Rosenshine.pdf\">a success rate of around 80%\u003c/a> when trying to retrieve prior learning. So, for example, you might aim to pitch the quiz at a difficulty level that means most learners are getting a few answers wrong.\u003c/p>\n\u003cp>The way to adjust this for struggling learners is not to dispose of the quiz entirely, but to modify the difficulty level for different students, while ensuring that all are still prompted to retrieve. Some modifications could include:\u003c/p>\n\u003cul>\n\u003cli>providing hints and cues, such as an additional sentence reminding them of a previous example;\u003c/li>\n\u003cli>reducing the number of wrong choices on a multiple-choice quiz;\u003c/li>\n\u003cli>giving the entire quiz a little sooner to these pupils than to the rest of the class (though ideally, it should still not be given straight away).\u003c/li>\n\u003c/ul>\n\u003cp>Less helpful modifications include anything that means the learner is not retrieving things from memory. Don’t have them work with a partner who will recall the answers, for example, and don’t turn a retrieval task into a copy-the-answers task.\u003c/p>\n\u003ch2>Spacing\u003c/h2>\n\u003cp>Spacing out practice is hard, but also effective. As teachers, we can bear in mind that the more time that has passed, the more our learners will have forgotten. We can also try to judge (using prior experience) how much forgetting of a topic is likely to have occurred. Researchers recommend that educators schedule review tasks for a point in time when learners are on the verge of forgetting but have not yet completely forgotten. To put it another way, a little bit of forgetting is useful, but we shouldn’t leave it too long. Revisiting learning should be planned and factored in as part of a unit of learning.\u003c/p>\n\u003cp>The speed of forgetting will depend not just on the material, but on the learner. Those with less well-developed schemas, or who practiced less effectively the first time the material was studied, will forget more rapidly. As the teacher, you can experiment with scheduling practice at different times for different learners.\u003c/p>\n\u003ch2>Varied practice\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/63315/learning-science-might-help-kids-read-better\">Varied practice can happen in a number of ways\u003c/a>, but some of the most straightforward include varying the format of the task, the context, or the place where practice takes place. Asking physics learners to write a short essay explaining particles instead of completing their usual practice problems is an example of varying the task. Studying outside instead of indoors is varying the location. For example, taking students to a local seaside as part of a geography lesson to measure ‘shore drift’ for themselves, rather than seeing a short video of the process (this example is active, as well as varied).\u003c/p>\n\u003cp>The level of variation can range from high to low. For struggling learners, variation can be considered a bit like the ‘spiciness’ level of food – it can be stronger or weaker according to what is needed. For example, it would be easier to transfer what has been learnt about vectors from one written task to another, and harder to transfer the same principles to a real scenario involving plane travel.\u003c/p>\n\u003cp>In situations where it is impractical to vary things in different ways for different learners (for example, where the whole class is going to practice something outside), we can help struggling learners to cope with the difficulties by providing hints and reminders.\u003c/p>\n\u003ch2>Self-explanation when reading notes\u003c/h2>\n\u003cp>Self-explanation is in some ways one of the easiest desirable difficulties to use, as it can be applied to the \u003ca href=\"https://www.kqed.org/mindshift/57644/13-effective-study-strategies-to-help-students-learn\">forms of study and practice\u003c/a> that a lot of learners tend to choose. Many of them prefer to study from notes or do practice problems, and could be prompted to self explain.\u003c/p>\n\u003cp>The problem here lies in that some of the learners who would benefit most from this technique will tend to avoid doing it spontaneously, in part because struggling \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">learners often lack awareness of their own weaknesses\u003c/a>. They mistakenly think that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">their study habits are more effective than they are\u003c/a>.\u003c/p>\n\u003cp>Again, it is not helpful to avoid the desirable difficulty, but rather to find ways to provide support:\u003c/p>\n\u003cul>\n\u003cli>learners could be encouraged to use Cornell notes, a format which includes a box where they write a summary at a later date;\u003c/li>\n\u003cli>this summary box could feature self-explanation prompts, for example. Explain what insights this provides, and how it links to what you knew before;\u003c/li>\n\u003cli>if they find it too hard to figure out which terms to self-explain, these could be highlighted in their notes by the teacher.\u003c/li>\n\u003c/ul>\n\u003ch2>Interleaving\u003c/h2>\n\u003cp>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-the-what-why-how-of-interleaving/2021/05\">Interleaving\u003c/a> has been used across a range of learning situations, including with very young children and the elderly. In addition, the underlying principle – inductive learning via categorizing similar and different types of item – is a process that even young babies go through when they are first learning about the world.\u003c/p>\n\u003cp>For that reason, there is certainly no reason to avoid interleaving with struggling learners. They may in fact find it a more straightforward and intuitive way to learn than more ‘direct teaching’ approaches, in part because it involves learning via examples.\u003c/p>\n\u003cp>All the same, interleaving can be demanding on working memory because learners have to retain multiple examples or categories. Ways to manage this difficulty might include:\u003c/p>\n\u003cul>\n\u003cli>showing fewer categories at a time – for example, if you were using interleaving to teach types of lake in geography, just two or three types of lake could be shown at a time;\u003c/li>\n\u003cli>showing examples at the same time (e.g., on the same slide) rather than one after another (e.g., on two different slides spaced apart), making comparisons less demanding of working memory;\u003c/li>\n\u003cli>making the similarities and differences between examples a little more obvious by giving hints such as by asking ‘What difference in shape is there between these example lakes?’\u003c/li>\n\u003c/ul>\n\u003cp>A common theme for all of these strategies is that the level has to be appropriate. By making learning more challenging, it makes the practice situation more like the circumstances when learning is used in real life – and this has genuine benefits. Too difficult, and some of these benefits can be lost.\u003c/p>\n\u003cp>Overall, it’s worth bearing in mind that these techniques work with all ability levels. Most have been demonstrated in the learning of pre-school children and even animals. Therefore, school students can cope with them in some form. The key is to ensure that the difficulty level is appropriate.\u003c/p>\n\u003cp>Bear in mind also that when difficulties are combined – for example, applying both spacing and retrieval to a revision activity – doing so will make things extra challenging. If it is hard to repeat a task after a delay, it will be even harder to do a quiz on it after a delay! For this reason, additional support and modifications may be needed in such cases, even for stronger and more confident students.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jw_firth\">Jonathan Firth\u003c/a> is an author, teacher and researcher focused on the psychology of education. He has run workshops on metacognition, exam skills and debunking neuromyths in education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work",
"headTitle": "AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\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-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \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\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\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-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Want To Protect Your Kids' Eyes from Myopia? Get Them To Play Outside",
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"content": "\u003cp>If you’re a parent struggling to get your kids’ off their devices and outdoors to play, here’s another reason to keep trying: Spending at least two hours outside each day is one of the most important things your kids can do to protect their eyesight.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We think that outdoor time is the best form of prevention for nearsightedness,” says \u003ca href=\"https://www.wheatoneye.com/eye-doctor/noha-s-ekdawi-m-d/\">Dr. Noha Ekdawi\u003c/a>, a pediatric ophthalmologist in Wheaton, Ill.\u003c/p>\n\u003cp>And that’s important, because the number of kids with nearsightedness – or myopia – has been growing rapidly in the U.S., and in many other parts of the world.\u003c/p>\n\u003cp>In the U.S., 42% of people are now myopic – up from 25% back in the 1970s. In some East Asian countries, as many as 90% of people are myopic by the time they’re young adults.\u003c/p>\n\u003cp>It’s a trend Ekdawi has seen among her own young patients. When she started practicing 15 years ago, one or two of the children she saw had myopia. But these days, “about 50% of my patients have myopia, which is an incredibly high number.” Ekdawi calls the increase astronomical.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.mayoclinic.org/diseases-conditions/nearsightedness/symptoms-causes/syc-20375556\">Myopia occurs \u003c/a>when the eyeball stretches and grows too long, which makes far away objects look blurry.\u003c/p>\n\u003cp>Once a kid gets myopia, their eyeball will keep stretching and the condition will get progressively worse. If they develop \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6688422/#:~:text=People%20with%20high%20myopia%20have,the%20risk%20of%20retinal%20tears.\">high myopia\u003c/a>, it can increase the risk of serious eye problems down the road, such as retinal detachments, glaucoma and cataracts. It can even lead to blindness.\u003c/p>\n\u003cp>There are \u003ca href=\"https://www.aao.org/eye-health/diseases/myopia-control-in-children#:~:text=Low%2Ddose%20atropine%20eye%20drops&text=Myopia%20worsens%20as%20the%20eye,or%20itchiness%20around%20the%20eye.\">treatments available\u003c/a> to help slow the progression of myopia, including prescription atropine eye drops, special soft disposable contact lenses called MiSight, and hard contacts worn overnight known as orthokeratology, or ortho-K. But Ekdawi says the best approach is to protect children from developing myopia in the first place.\u003c/p>\n\u003cp>So how can spending time outside help?\u003c/p>\n\u003cp>That’s what Ian Morgan wanted to find out. \u003ca href=\"https://researchers.anu.edu.au/researchers/morgan-ig\">Morgan is a myopia researcher\u003c/a> at the Australian National University. A couple of decades ago, he noticed that the rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>He knew from animal studies that light stimulates the eye to release the neurotransmitter dopamine, which can slow the eyeball from stretching. “Australians are famous for their outdoor-oriented lifestyle,” he thought. “Maybe there’s a link between getting outside a lot and preventing the development of myopia.”\u003c/p>\n\u003cp>To test that theory, he and his colleagues designed a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">two-year study\u003c/a> involving more than 4,000 6 and 12-year-olds in Sydney. Turns out, the researchers were right.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>The children who reported spending more time outdoors were less likely to be myopic and, we showed later on, less likely to become myopic,” Morgan says of \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">the finding\u003c/a>, which was published in 2008.\u003c/p>\n\u003cp>Morgan’s research caught the attention of \u003ca href=\"https://www.changgung.hospital/en/m/doc-info.aspx?id=1230\">Dr. Pei-Chang Wu\u003c/a>, an ophthalmologist in Taiwan. As a retina specialist at Chang Gung Memorial Hospital in Kaohsiung, he’d seen the consequences of high myopia in patients as young as 10 with tears in their retina. Some even had retinal detachment – which can result in blindness if not treated quickly.\u003c/p>\n\u003cp>At the time, Wu’s young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Around \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0161642020306795#:~:text=Prevalence%20and%20Trends%20of%20High%20Myopia&text=The%20prevalence%20of%20high%20myopia%20in%2015%2Dyear%2Dold%20schoolchildren,0.039%3B%20Fig%201B\">90% of teens there\u003c/a> have it by the end of high school. Wu says the academic culture in Taiwan’s primary schools didn’t allow for much outdoor recess. “Many teachers want students to practice their homework during recess,” he says.\u003c/p>\n\u003cp>But Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school. “We saw the results – they were very successful,” Wu says.\u003c/p>\n\u003cp>He did more research, at more schools, and eventually convinced Taiwan’s Ministry of Education to encourage all primary schools to send students out doors for at least 2 hours a day, every day. The program launched in September 2010. And after decades of trending upward, the rate of myopia among Taiwan’s elementary school students began falling – from an all-time high of 50% in 2011 \u003ca href=\"https://www.aaojournal.org/article/S0161-6420(20)30139-1/fulltext\">down to 45.1% by 2015\u003c/a>. It’s a major achievement, says Ian Morgan.\u003c/p>\n\u003cp>“Certainly the people who have led the field are the people in Taiwan,” Morgan says.\u003c/p>\n\u003cp>Other studies have found that outdoor time can reduce the chances that kids will develop myopia even if they’re doing lots of near work, such as reading or looking at screens – something that has also risen dramatically in recent years. Outdoor time also helps even if kids have\u003ca href=\"https://iovs.arvojournals.org/article.aspx?articleid=2183997&resultClick=1\"> parents who have myopia. \u003c/a>\u003c/p>\n\u003cp>To get that eyesight protection, research suggests kids should be spending at least two hours a day outdoors – every single day. And the younger you intervene, the better.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“To me, it’s like, eat your vegetables. You have to spend time outside,” Ekdawi says.\u003c/p>\n\u003cp>It doesn’t even matter if it’s sunny or cloudy – or what the kids are doing. “You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog. All these things count,” she says.\u003c/p>\n\u003cp>And if you are worried about leaving time for homework, Ekdawi suggests having kids do that outside, too. As long as they are outdoors, that’s what matters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MICHEL MARTIN, HOST:\u003c/p>\n\u003cp>If you are a parent struggling to get your kids off their devices and outdoors to play, here is another reason to keep trying. Spending at least 2 hours outside each day may be the most important thing your kids can do to protect them from becoming nearsighted. NPR’s Maria Godoy has this report.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: On a sunny weekday afternoon, a group of elementary school age kids play tag at a park in suburban Silver Spring, Md.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #1: Not it.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #2: Not it.\u003c/p>\n\u003cp>GODOY: This outdoor playtime isn’t just good fun and exercise. Research shows it’s also key to preventing children from developing myopia, or nearsightedness.\u003c/p>\n\u003cp>NOHA EKDAWI: About 50% of my patients have myopia, which is an incredibly high number.\u003c/p>\n\u003cp>GODOY: Dr. Noha Ekdawi is a pediatric ophthalmologist in Wheaton, Ill. She says the number of kids she sees with myopia has grown astronomically over the 15 years she’s been in practice.\u003c/p>\n\u003cp>EKDAWI: Near-sightedness is just needing glasses to see distance. And inherently being nearsighted isn’t bad, necessarily.\u003c/p>\n\u003cp>GODOY: The problem is when you get myopia in childhood, it gets progressively worse. Myopia occurs when the eyeball stretches and grows too long, so faraway objects look blurry. If the eyeball stretches too much, it can increase the risk of serious eye problems down the road.\u003c/p>\n\u003cp>EKDAWI: Like retinal detachments, macular problems, glaucoma, cataract.\u003c/p>\n\u003cp>GODOY: That’s why prevention is so important. But how can spending time outside help? That’s what Ian Morgan wanted to know. He’s a researcher at the Australian National University. A couple of decades ago, Morgan noticed that rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>IAN MORGAN: We thought, well, Australians are famous for their outdoor-oriented lifestyle. And we thought maybe there’s a link between getting outside a lot and preventing the development of myopia.\u003c/p>\n\u003cp>GODOY: So he designed a two-year study of more than 4,000 kids in Sydney to test that theory. Turns out, he was right.\u003c/p>\n\u003cp>MORGAN: The children who reported spending more time outdoors were less likely to be myopic and we showed later are less likely to become myopic.\u003c/p>\n\u003cp>GODOY: Morgan’s research got the attention of Dr. Pei-Chang Wu, an ophthalmologist in Taiwan. His young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Ninety percent of students there have it by the time they leave school. Wu says the academic culture in Taiwan’s schools didn’t allow for much outdoor recess.\u003c/p>\n\u003cp>PEI-CHANG WU: Many teachers – they want students to practice their homework. And in Taiwan, outside is also very hot.\u003c/p>\n\u003cp>GODOY: Kids weren’t so keen to go outside, but Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school.\u003c/p>\n\u003cp>WU: We see the results very successful.\u003c/p>\n\u003cp>GODOY: He did more research at more schools and eventually convinced Taiwan’s Ministry of Education to encourage all elementary schools to send students outdoors for at least 2 hours a day every day. Since the program launched in 2010, Taiwan’s childhood myopia rates have dropped significantly. Ian Morgan says it’s a huge achievement.\u003c/p>\n\u003cp>MORGAN: Certainly the people who have lead the field are the people in Taiwan.\u003c/p>\n\u003cp>GODOY: Noha Ekdawi says the leading theory about why outdoor time helps is that outdoor light stimulates the eye to release more of the neurotransmitter dopamine.\u003c/p>\n\u003cp>EKDAWI: We think it raises dopamine levels in their bodies and changes something about the growth rate of the back of the eye to stop it from stretching and that’s that stretching that causes nearsightedness.\u003c/p>\n\u003cp>GODOY: To get that eyesight protection, the research suggests kids should be spending at least 2 hours a day outdoors every single day.\u003c/p>\n\u003cp>EKDAWI: To me, it’s like eat your vegetables. You have to spend time outside.\u003c/p>\n\u003cp>GODOY: Ekdawi says, it doesn’t even matter if it’s sunny or cloudy or what the kids are doing.\u003c/p>\n\u003cp>EKDAWI: You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog – all these things count.\u003c/p>\n\u003cp>GODOY: If you’re worried about time for homework, have them do it outside too. As long as they’re outdoors, that’s what matters.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a parent struggling to get your kids’ off their devices and outdoors to play, here’s another reason to keep trying: Spending at least two hours outside each day is one of the most important things your kids can do to protect their eyesight.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We think that outdoor time is the best form of prevention for nearsightedness,” says \u003ca href=\"https://www.wheatoneye.com/eye-doctor/noha-s-ekdawi-m-d/\">Dr. Noha Ekdawi\u003c/a>, a pediatric ophthalmologist in Wheaton, Ill.\u003c/p>\n\u003cp>And that’s important, because the number of kids with nearsightedness – or myopia – has been growing rapidly in the U.S., and in many other parts of the world.\u003c/p>\n\u003cp>In the U.S., 42% of people are now myopic – up from 25% back in the 1970s. In some East Asian countries, as many as 90% of people are myopic by the time they’re young adults.\u003c/p>\n\u003cp>It’s a trend Ekdawi has seen among her own young patients. When she started practicing 15 years ago, one or two of the children she saw had myopia. But these days, “about 50% of my patients have myopia, which is an incredibly high number.” Ekdawi calls the increase astronomical.\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://www.mayoclinic.org/diseases-conditions/nearsightedness/symptoms-causes/syc-20375556\">Myopia occurs \u003c/a>when the eyeball stretches and grows too long, which makes far away objects look blurry.\u003c/p>\n\u003cp>Once a kid gets myopia, their eyeball will keep stretching and the condition will get progressively worse. If they develop \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6688422/#:~:text=People%20with%20high%20myopia%20have,the%20risk%20of%20retinal%20tears.\">high myopia\u003c/a>, it can increase the risk of serious eye problems down the road, such as retinal detachments, glaucoma and cataracts. It can even lead to blindness.\u003c/p>\n\u003cp>There are \u003ca href=\"https://www.aao.org/eye-health/diseases/myopia-control-in-children#:~:text=Low%2Ddose%20atropine%20eye%20drops&text=Myopia%20worsens%20as%20the%20eye,or%20itchiness%20around%20the%20eye.\">treatments available\u003c/a> to help slow the progression of myopia, including prescription atropine eye drops, special soft disposable contact lenses called MiSight, and hard contacts worn overnight known as orthokeratology, or ortho-K. But Ekdawi says the best approach is to protect children from developing myopia in the first place.\u003c/p>\n\u003cp>So how can spending time outside help?\u003c/p>\n\u003cp>That’s what Ian Morgan wanted to find out. \u003ca href=\"https://researchers.anu.edu.au/researchers/morgan-ig\">Morgan is a myopia researcher\u003c/a> at the Australian National University. A couple of decades ago, he noticed that the rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>He knew from animal studies that light stimulates the eye to release the neurotransmitter dopamine, which can slow the eyeball from stretching. “Australians are famous for their outdoor-oriented lifestyle,” he thought. “Maybe there’s a link between getting outside a lot and preventing the development of myopia.”\u003c/p>\n\u003cp>To test that theory, he and his colleagues designed a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">two-year study\u003c/a> involving more than 4,000 6 and 12-year-olds in Sydney. Turns out, the researchers were right.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>The children who reported spending more time outdoors were less likely to be myopic and, we showed later on, less likely to become myopic,” Morgan says of \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">the finding\u003c/a>, which was published in 2008.\u003c/p>\n\u003cp>Morgan’s research caught the attention of \u003ca href=\"https://www.changgung.hospital/en/m/doc-info.aspx?id=1230\">Dr. Pei-Chang Wu\u003c/a>, an ophthalmologist in Taiwan. As a retina specialist at Chang Gung Memorial Hospital in Kaohsiung, he’d seen the consequences of high myopia in patients as young as 10 with tears in their retina. Some even had retinal detachment – which can result in blindness if not treated quickly.\u003c/p>\n\u003cp>At the time, Wu’s young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Around \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0161642020306795#:~:text=Prevalence%20and%20Trends%20of%20High%20Myopia&text=The%20prevalence%20of%20high%20myopia%20in%2015%2Dyear%2Dold%20schoolchildren,0.039%3B%20Fig%201B\">90% of teens there\u003c/a> have it by the end of high school. Wu says the academic culture in Taiwan’s primary schools didn’t allow for much outdoor recess. “Many teachers want students to practice their homework during recess,” he says.\u003c/p>\n\u003cp>But Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school. “We saw the results – they were very successful,” Wu says.\u003c/p>\n\u003cp>He did more research, at more schools, and eventually convinced Taiwan’s Ministry of Education to encourage all primary schools to send students out doors for at least 2 hours a day, every day. The program launched in September 2010. And after decades of trending upward, the rate of myopia among Taiwan’s elementary school students began falling – from an all-time high of 50% in 2011 \u003ca href=\"https://www.aaojournal.org/article/S0161-6420(20)30139-1/fulltext\">down to 45.1% by 2015\u003c/a>. It’s a major achievement, says Ian Morgan.\u003c/p>\n\u003cp>“Certainly the people who have led the field are the people in Taiwan,” Morgan says.\u003c/p>\n\u003cp>Other studies have found that outdoor time can reduce the chances that kids will develop myopia even if they’re doing lots of near work, such as reading or looking at screens – something that has also risen dramatically in recent years. Outdoor time also helps even if kids have\u003ca href=\"https://iovs.arvojournals.org/article.aspx?articleid=2183997&resultClick=1\"> parents who have myopia. \u003c/a>\u003c/p>\n\u003cp>To get that eyesight protection, research suggests kids should be spending at least two hours a day outdoors – every single day. And the younger you intervene, the better.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“To me, it’s like, eat your vegetables. You have to spend time outside,” Ekdawi says.\u003c/p>\n\u003cp>It doesn’t even matter if it’s sunny or cloudy – or what the kids are doing. “You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog. All these things count,” she says.\u003c/p>\n\u003cp>And if you are worried about leaving time for homework, Ekdawi suggests having kids do that outside, too. As long as they are outdoors, that’s what matters.\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 was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MICHEL MARTIN, HOST:\u003c/p>\n\u003cp>If you are a parent struggling to get your kids off their devices and outdoors to play, here is another reason to keep trying. Spending at least 2 hours outside each day may be the most important thing your kids can do to protect them from becoming nearsighted. NPR’s Maria Godoy has this report.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: On a sunny weekday afternoon, a group of elementary school age kids play tag at a park in suburban Silver Spring, Md.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #1: Not it.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #2: Not it.\u003c/p>\n\u003cp>GODOY: This outdoor playtime isn’t just good fun and exercise. Research shows it’s also key to preventing children from developing myopia, or nearsightedness.\u003c/p>\n\u003cp>NOHA EKDAWI: About 50% of my patients have myopia, which is an incredibly high number.\u003c/p>\n\u003cp>GODOY: Dr. Noha Ekdawi is a pediatric ophthalmologist in Wheaton, Ill. She says the number of kids she sees with myopia has grown astronomically over the 15 years she’s been in practice.\u003c/p>\n\u003cp>EKDAWI: Near-sightedness is just needing glasses to see distance. And inherently being nearsighted isn’t bad, necessarily.\u003c/p>\n\u003cp>GODOY: The problem is when you get myopia in childhood, it gets progressively worse. Myopia occurs when the eyeball stretches and grows too long, so faraway objects look blurry. If the eyeball stretches too much, it can increase the risk of serious eye problems down the road.\u003c/p>\n\u003cp>EKDAWI: Like retinal detachments, macular problems, glaucoma, cataract.\u003c/p>\n\u003cp>GODOY: That’s why prevention is so important. But how can spending time outside help? That’s what Ian Morgan wanted to know. He’s a researcher at the Australian National University. A couple of decades ago, Morgan noticed that rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>IAN MORGAN: We thought, well, Australians are famous for their outdoor-oriented lifestyle. And we thought maybe there’s a link between getting outside a lot and preventing the development of myopia.\u003c/p>\n\u003cp>GODOY: So he designed a two-year study of more than 4,000 kids in Sydney to test that theory. Turns out, he was right.\u003c/p>\n\u003cp>MORGAN: The children who reported spending more time outdoors were less likely to be myopic and we showed later are less likely to become myopic.\u003c/p>\n\u003cp>GODOY: Morgan’s research got the attention of Dr. Pei-Chang Wu, an ophthalmologist in Taiwan. His young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Ninety percent of students there have it by the time they leave school. Wu says the academic culture in Taiwan’s schools didn’t allow for much outdoor recess.\u003c/p>\n\u003cp>PEI-CHANG WU: Many teachers – they want students to practice their homework. And in Taiwan, outside is also very hot.\u003c/p>\n\u003cp>GODOY: Kids weren’t so keen to go outside, but Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school.\u003c/p>\n\u003cp>WU: We see the results very successful.\u003c/p>\n\u003cp>GODOY: He did more research at more schools and eventually convinced Taiwan’s Ministry of Education to encourage all elementary schools to send students outdoors for at least 2 hours a day every day. Since the program launched in 2010, Taiwan’s childhood myopia rates have dropped significantly. Ian Morgan says it’s a huge achievement.\u003c/p>\n\u003cp>MORGAN: Certainly the people who have lead the field are the people in Taiwan.\u003c/p>\n\u003cp>GODOY: Noha Ekdawi says the leading theory about why outdoor time helps is that outdoor light stimulates the eye to release more of the neurotransmitter dopamine.\u003c/p>\n\u003cp>EKDAWI: We think it raises dopamine levels in their bodies and changes something about the growth rate of the back of the eye to stop it from stretching and that’s that stretching that causes nearsightedness.\u003c/p>\n\u003cp>GODOY: To get that eyesight protection, the research suggests kids should be spending at least 2 hours a day outdoors every single day.\u003c/p>\n\u003cp>EKDAWI: To me, it’s like eat your vegetables. You have to spend time outside.\u003c/p>\n\u003cp>GODOY: Ekdawi says, it doesn’t even matter if it’s sunny or cloudy or what the kids are doing.\u003c/p>\n\u003cp>EKDAWI: You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog – all these things count.\u003c/p>\n\u003cp>GODOY: If you’re worried about time for homework, have them do it outside too. As long as they’re outdoors, that’s what matters.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last week, I wrote about\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\"> \u003cspan style=\"font-weight: 400\">trends in school segregation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 70 years since the Supreme Court’s landmark Brown v. Board of Education decision that declared racial segregation in schools unconstitutional. That data showed considerable progress in integrating schools but also some steps backward, especially since the 1990s in the nation’s biggest cities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We should care about this troubling shift because many researchers say that\u003c/span>\u003ca href=\"https://hechingerreport.org/a-scholar-revives-the-argument-for-racial-integration-in-schools/\"> \u003cspan style=\"font-weight: 400\">children learn best in integrated classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why I also wanted to trace the data on academic achievement over the same time period. Unfortunately, we don’t have consistent test scores dating back to 1954, but we do have reading scores since 1971, when school segregation plummeted, and math scores starting in 1978.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The four charts below show that achievement follows a bumpy path. Black students tended to make remarkable gains in the 1970s and 1980s, narrowing the achievement gaps between white and Black students. Then, Black achievement continued to climb even as the gap between the races widened. That’s because achievement gains for white students often grew faster than for Black students. (The long-term assessment format changed in 2004, which is why you’ll notice some spikes or kinks for that year in the graphs below.) Since the pandemic, achievement for both white and Black students has deteriorated, but the deterioration has been sharper for Black students.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/qSnfw/?v=8\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are expected to have learned to read by age 9, which corresponds to third or fourth grade in elementary school. This chart shows that young Black students progressed in reading for four decades, from 1971 to 2012, when the scores of Black children peaked. The gap between white and Black students hasn’t improved much since 2008.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/LpjQ6/?v=4\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students moved from elementary to middle school, the improvement in reading for Black students was dramatic in the 1970s and 1980s. The gap between white and Black students was at its most narrow in 1988, but the scores of Black 13-year-olds continued to rise until 2008. In a speech delivered at the 2024 annual meeting of the American Educational Research association, Linda Darling-Hammond, president and CEO of the Learning Policy Institute and a professor emeritus of education at Stanford University, projected these\u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/media/4283/download?inline&file=AERA_Transforming_the_System_2024_04_13__PRESENTATION.pdf\"> \u003cspan style=\"font-weight: 400\">scores onto a screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and credited President Johnson’s War on Poverty and new investments in education for halving the achievement gap in the 1960s and 1970s. “Elimination of these policies reopened the achievement gap, which is now 30% larger than it was 35 years ago,” Darling-Hammond calculated.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/xC1rc/?v=8\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math scores for 9-year-olds show a more consistent march upwards, with both Black and white students improving at similar rates through the 1980s and 1990s. Achievement gaps were at their most narrow in 2004, but Black 9-year-olds continued to make progress in math through 2012.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/L7nEO/?v=4\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pattern for 13-year-olds in math mimics the pattern for 9-year-olds through 2012, but there’s an alarming slide for Black students after that. Between 2012 and 2023, 40 years of progress in math vanished. This is a critical time as students transition to algebra and advanced high school math classes. Mastery of more complex math becomes important for college applications and the option to major in a STEM field.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores aren’t the only important measure of achievement. Rucker Johnson, an economist at the University of California, Berkeley, documents that significant gains in\u003c/span>\u003ca href=\"https://hechingerreport.org/two-generations-desegregation/\"> \u003cspan style=\"font-weight: 400\">graduation rates and adult earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are missed when there’s too much focus on\u003c/span>\u003ca href=\"https://hechingerreport.org/a-scholar-revives-the-argument-for-racial-integration-in-schools/\"> \u003cspan style=\"font-weight: 400\">short-term test score\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> gains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another large study published in 2022 found that educational gains for Black students were the\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-reconsidering-desegregation/\"> \u003cspan style=\"font-weight: 400\">largest in the South\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after desegregation, while Black students in the north did not show similar improvement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More detailed analysis of Black achievement explains how\u003c/span>\u003ca href=\"https://hechingerreport.org/an-analysis-of-achievement-gaps-in-every-school-in-america-shows-that-being-poor-is-the-biggest-hurdle/\"> \u003cspan style=\"font-weight: 400\">intertwined it is with poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So many Black students are concentrated in high-poverty schools, where teacher turnover is high and students are less likely to be taught by excellent, veteran teachers. Meanwhile administrators are struggling with non-academic challenges, such as high rates of homelessness, foster care, violence and absenteeism that interfere with learning. None of these are problems that schools alone can fix.\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-black-white-achievement-gaps-since-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">Black-white achievement gaps\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last week, I wrote about\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\"> \u003cspan style=\"font-weight: 400\">trends in school segregation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 70 years since the Supreme Court’s landmark Brown v. Board of Education decision that declared racial segregation in schools unconstitutional. That data showed considerable progress in integrating schools but also some steps backward, especially since the 1990s in the nation’s biggest cities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We should care about this troubling shift because many researchers say that\u003c/span>\u003ca href=\"https://hechingerreport.org/a-scholar-revives-the-argument-for-racial-integration-in-schools/\"> \u003cspan style=\"font-weight: 400\">children learn best in integrated classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why I also wanted to trace the data on academic achievement over the same time period. Unfortunately, we don’t have consistent test scores dating back to 1954, but we do have reading scores since 1971, when school segregation plummeted, and math scores starting in 1978.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The four charts below show that achievement follows a bumpy path. Black students tended to make remarkable gains in the 1970s and 1980s, narrowing the achievement gaps between white and Black students. Then, Black achievement continued to climb even as the gap between the races widened. That’s because achievement gains for white students often grew faster than for Black students. (The long-term assessment format changed in 2004, which is why you’ll notice some spikes or kinks for that year in the graphs below.) Since the pandemic, achievement for both white and Black students has deteriorated, but the deterioration has been sharper for Black students.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/qSnfw/?v=8\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are expected to have learned to read by age 9, which corresponds to third or fourth grade in elementary school. This chart shows that young Black students progressed in reading for four decades, from 1971 to 2012, when the scores of Black children peaked. The gap between white and Black students hasn’t improved much since 2008.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/LpjQ6/?v=4\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students moved from elementary to middle school, the improvement in reading for Black students was dramatic in the 1970s and 1980s. The gap between white and Black students was at its most narrow in 1988, but the scores of Black 13-year-olds continued to rise until 2008. In a speech delivered at the 2024 annual meeting of the American Educational Research association, Linda Darling-Hammond, president and CEO of the Learning Policy Institute and a professor emeritus of education at Stanford University, projected these\u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/media/4283/download?inline&file=AERA_Transforming_the_System_2024_04_13__PRESENTATION.pdf\"> \u003cspan style=\"font-weight: 400\">scores onto a screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and credited President Johnson’s War on Poverty and new investments in education for halving the achievement gap in the 1960s and 1970s. “Elimination of these policies reopened the achievement gap, which is now 30% larger than it was 35 years ago,” Darling-Hammond calculated.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/xC1rc/?v=8\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math scores for 9-year-olds show a more consistent march upwards, with both Black and white students improving at similar rates through the 1980s and 1990s. Achievement gaps were at their most narrow in 2004, but Black 9-year-olds continued to make progress in math through 2012.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.datawrapper.de/_/L7nEO/?v=4\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pattern for 13-year-olds in math mimics the pattern for 9-year-olds through 2012, but there’s an alarming slide for Black students after that. Between 2012 and 2023, 40 years of progress in math vanished. This is a critical time as students transition to algebra and advanced high school math classes. Mastery of more complex math becomes important for college applications and the option to major in a STEM field.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores aren’t the only important measure of achievement. Rucker Johnson, an economist at the University of California, Berkeley, documents that significant gains in\u003c/span>\u003ca href=\"https://hechingerreport.org/two-generations-desegregation/\"> \u003cspan style=\"font-weight: 400\">graduation rates and adult earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are missed when there’s too much focus on\u003c/span>\u003ca href=\"https://hechingerreport.org/a-scholar-revives-the-argument-for-racial-integration-in-schools/\"> \u003cspan style=\"font-weight: 400\">short-term test score\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> gains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another large study published in 2022 found that educational gains for Black students were the\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-reconsidering-desegregation/\"> \u003cspan style=\"font-weight: 400\">largest in the South\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after desegregation, while Black students in the north did not show similar improvement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More detailed analysis of Black achievement explains how\u003c/span>\u003ca href=\"https://hechingerreport.org/an-analysis-of-achievement-gaps-in-every-school-in-america-shows-that-being-poor-is-the-biggest-hurdle/\"> \u003cspan style=\"font-weight: 400\">intertwined it is with poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So many Black students are concentrated in high-poverty schools, where teacher turnover is high and students are less likely to be taught by excellent, veteran teachers. Meanwhile administrators are struggling with non-academic challenges, such as high rates of homelessness, foster care, violence and absenteeism that interfere with learning. None of these are problems that schools alone can fix.\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-black-white-achievement-gaps-since-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">Black-white achievement gaps\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Takeaways on School Segregation 70 Years After Brown v. Board",
"headTitle": "5 Takeaways on School Segregation 70 Years After Brown v. Board | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was one of the most significant days in the history of the U.S. Supreme Court. On May 17, 1954, the nine justices unanimously ruled in Brown v. Board of Education that schools segregated by race did not provide an equal education. Students could no longer be barred from a school because of the color of their skin. To commemorate the 70th anniversary of the Brown decision, I wanted to look at how far we’ve come in integrating our schools and how far we still have to go. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two sociologists, Sean Reardon at Stanford University and Ann Owens at the University of Southern California, have teamed up to analyze both historical and recent trends. Reardon and Owens were slated to present their analysis at a \u003c/span>\u003ca href=\"https://humsci.stanford.edu/feature/unfinished-legacy-brown-v-board-education-70\">\u003cspan style=\"font-weight: 400\">Stanford University conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on May 6, and they shared their presentation with me in advance. They also expect to launch a new website to display \u003c/span>\u003ca href=\"https://edopportunity.org/segregation/\"> \u003cspan style=\"font-weight: 400\">segregation trends for individual school districts around the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five takeaways from their work:\u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. The long view shows progress but a worrying uptick, especially in big cities\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63697\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63697\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-1020x573.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2.png 1023w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not much changed for almost 15 years after the Brown decision. Although Black students had the right to attend another school, the onus was on their families to demand a seat and figure out how to get their child to the school. Many schools remained entirely Black or entirely white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desegregation began in earnest in 1968 with a series of court orders, beginning with Virginia’s New Kent County schools. That year, the Supreme Court required the county to abolish its separate Black and white schools and students were reassigned to different schools to integrate them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This graph above, produced by Reardon and Owens, shows how segregation plummeted across the country between 1968 and 1973. The researchers focused on roughly 500 larger school districts where there were at least 2,500 Black students. That captures nearly two-thirds of all Black students in the nation and avoids clouding the analysis with thousands of small districts of mostly white residents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon’s and Owens’s measurement of segregation compares classmates of the average white student with the classmates of the average Black student. For example, in North Carolina’s Charlotte-Mecklenburg district, the average white student in 1968 attended a school where 90% of his peers were white and only 10% were Black. The average Black student attended a school where 76% of his peers were Black and 24% were white. Reardon and Owens then calculated the gap in exposure to each race. White students had 90% white classmates while Black students had 24% white classmates. The difference was 66 percentage points. On the flip side, Black students had 76% Black classmates while white students had 10% Black classmates. Again, the difference was 66 percentage points, which translates to 0.66 on the segregation index.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in 1973, after court-ordered desegregation went into effect, the average white student attended a school that was 69% white and 31% Black. The average Black student attended a school that was 34% Black and 66% white. In five short years, the racial exposure gap fell from 66 percentage points to 3 percentage points. Schools reflected Charlotte-Mecklenburg’s demographics. In the graph above, Reardon and Owens averaged the segregation index figures for all 533 districts with substantial Black populations. That’s what each dot represents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early 1990s, this measure of segregation began to creep up again, as depicted by the red tail in the graph above. Owens calls it a “slow and steady uptick” in contrast to the drastic decline in segregation after 1968. Segregation has not bounced back or returned to pre-Brown levels. “There’s a misconception that segregation is worse than ever,” Reardon said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the red line from 1990 to the present looks nearly flat, when you zoom in on it, you can see that Black-white segregation grew by 25% between 1991 and 2019. During the pandemic, segregation declined slightly again.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63695\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63695\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Detailed view of the red line segment in the chart above, “Average White-Black Segregation, 1968-2022.” Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to emphasize that these Black-white segregation levels are tiny compared with the degree of segregation in the late 1960s. A 25% increase can seem like a lot, but it’s less than 4 percentage points.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s big enough that it makes me worried,” said Owens. “Now is the moment to keep an eye on this. If it continues in this direction, it would take a long time to get back up to Brown. But let’s not let it keep going up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even more troubling is the fact that segregation increased substantially if you zero in on the nation’s biggest cities. White-Black segregation in the largest 100 school districts increased by 64% from 1988 to 2019, Owens and Reardon calculated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63696\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63696\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png\" alt=\"\" width=\"800\" height=\"864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-160x173.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-768x830.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>2. School choice plays a role in recent segregation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why is segregation creeping back up again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The expiration of court orders that mandated school integration and the expansion of school choice policies, including the rapid growth of charter schools, explains all of the increase in segregation from 2000 onward, said Reardon. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009, and racial school segregation in these districts gradually increased in the years afterward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School choice, however, appears to be the dominant force. More than half of the increase in segregation in the 2000s can be attributed to the rise of charter schools, whose numbers began to increase rapidly in the late 1990s. In many cases, either white or Black families flocked to different charter schools, leaving behind a less diverse student body in traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason for the rise in segregation in the 1990s before the number of charter schools soared is harder to understand. Owens speculates that other school choice policies, such as the option to attend any public school within a district or the creation of new magnet schools, may have played a role, but she doesn’t have the data to prove that. White gentrification of cities in the 1990s could also be a factor, she said, as the white newcomers favored a small set of schools or sent their children to private schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We might just be catching a moment where there’s been an influx of one group before the other group leaves,” said Owens. “It’s hard to say how the numbers will look 10 years from now.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. It’s important to disentangle demographic shifts from segregation increases\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a popular narrative that segregation has increased because Black students are more likely to attend school with other students who are not white, especially Hispanic students. But Reardon and Owens say this analysis conflates demographic shifts in the U.S. population with segregation. The share of Hispanic students in U.S. schools now approaches\u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment\">\u003cspan style=\"font-weight: 400\">30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone is attending schools with more Hispanic classmates. White students, who used to represent\u003c/span>\u003ca href=\"https://www.census.gov/content/dam/Census/library/publications/1971/demo/p20-222.pdf\">\u003cspan style=\"font-weight: 400\">85%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the U.S. student population in 1970, now make up less than half.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63693\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63693\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The blue line in the graph above shows how the classmates of the average Black, Hispanic or Native American student have increased from about 55% Black, Hispanic and Native American students in the early 1970s to nearly 80% Black, Hispanic and Native American students today. That means that the average student who is not white is attending a school that is overwhelmingly made up of students who are not white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But look at how the red line, which depicts white students, is following the same path. The average white student is attending a school that moved from 35% students who are not white in the 1970s to nearly 70% students who are not white today. “It’s entirely driven by Hispanic students,” said Owens. “Even the ‘white’ schools in L.A. are 40% Hispanic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I dug into U.S. Department of Education data to show how extremely segregated schools have become less common. The percentage of Black students attending a school that is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.55.asp\">\u003cspan style=\"font-weight: 400\">90% or more Black fell from 23% in 2000 to 10% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Only 1 in 10 Black students attends an all-Black or a nearly all-Black school. Meanwhile, the percentage of white students attending a school that is 90% or more white fell from 44% to 14% during this same time period. That’s 1 in 7. Far fewer Black or white students are learning in schools that are almost entirely made up of students of their same race.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63694\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png\" alt=\"\" width=\"800\" height=\"561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-1020x715.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the percentage of Black students attending a school where 90% of students are not white grew from \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.50.asp\">\u003cspan style=\"font-weight: 400\">37% in 2000 to 40% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But notice the sharp growth of Hispanic students during this period. They went from 7.6 million (fewer than the number of Black students) to more than 13.9 million (almost double the number of Black students).\u003c/span>\u003c/p>\n\u003ch3>4. \u003cb>Most segregation falls across school district boundaries\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63698\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This bar chart shows how schools are segregated for two reasons. One is that people of different races live on opposite sides of school district lines. Detroit is an extreme example. The \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/Screen-Shot-2024-05-03-at-7.40.56-AM.png\">\u003cspan style=\"font-weight: 400\">city schools are dominated by Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, the Detroit suburbs, which operate independent school systems, are dominated by white students. Almost all the segregation is because people of different races live in different districts. Meanwhile, in the Charlotte, North Carolina, metropolitan area, over half of the segregation reflects the uneven distribution of students within school districts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationally, 60% of the segregation occurs because of the Detroit scenario: People live across administrative borders, Reardon and Owens calculated. Still, 40% of current segregation is within administrative borders that policymakers can control.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>5. Residential segregation is decreasing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">People often say there’s little that can be done about school segregation until we integrate neighborhoods. I was surprised to learn that residential segregation has been declining over the past 30 years, according to Reardon’s and Owens’s analysis of census tracts. More Black and white people live in proximity to each other. And yet, at the same time, school segregation is getting worse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All this matters, Reardon said, because kids are learning at different rates in more segregated systems. “We know that more integrated schools provide more equal educational opportunities,” he said. “The things we’re doing with our school systems are making segregation worse.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon recommends more reforms to housing policy to integrate neighborhoods and more “guard rails” on school choice systems so that they cannot be allowed to produce highly segregated schools. \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-5-takeaways-segregation-70-years-after-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">segregation in schools today\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It was one of the most significant days in the history of the U.S. Supreme Court. On May 17, 1954, the nine justices unanimously ruled in Brown v. Board of Education that schools segregated by race did not provide an equal education. Students could no longer be barred from a school because of the color of their skin. To commemorate the 70th anniversary of the Brown decision, I wanted to look at how far we’ve come in integrating our schools and how far we still have to go. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two sociologists, Sean Reardon at Stanford University and Ann Owens at the University of Southern California, have teamed up to analyze both historical and recent trends. Reardon and Owens were slated to present their analysis at a \u003c/span>\u003ca href=\"https://humsci.stanford.edu/feature/unfinished-legacy-brown-v-board-education-70\">\u003cspan style=\"font-weight: 400\">Stanford University conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on May 6, and they shared their presentation with me in advance. They also expect to launch a new website to display \u003c/span>\u003ca href=\"https://edopportunity.org/segregation/\"> \u003cspan style=\"font-weight: 400\">segregation trends for individual school districts around the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five takeaways from their work:\u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. The long view shows progress but a worrying uptick, especially in big cities\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63697\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63697\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-1020x573.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2.png 1023w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not much changed for almost 15 years after the Brown decision. Although Black students had the right to attend another school, the onus was on their families to demand a seat and figure out how to get their child to the school. Many schools remained entirely Black or entirely white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desegregation began in earnest in 1968 with a series of court orders, beginning with Virginia’s New Kent County schools. That year, the Supreme Court required the county to abolish its separate Black and white schools and students were reassigned to different schools to integrate them.\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 graph above, produced by Reardon and Owens, shows how segregation plummeted across the country between 1968 and 1973. The researchers focused on roughly 500 larger school districts where there were at least 2,500 Black students. That captures nearly two-thirds of all Black students in the nation and avoids clouding the analysis with thousands of small districts of mostly white residents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon’s and Owens’s measurement of segregation compares classmates of the average white student with the classmates of the average Black student. For example, in North Carolina’s Charlotte-Mecklenburg district, the average white student in 1968 attended a school where 90% of his peers were white and only 10% were Black. The average Black student attended a school where 76% of his peers were Black and 24% were white. Reardon and Owens then calculated the gap in exposure to each race. White students had 90% white classmates while Black students had 24% white classmates. The difference was 66 percentage points. On the flip side, Black students had 76% Black classmates while white students had 10% Black classmates. Again, the difference was 66 percentage points, which translates to 0.66 on the segregation index.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in 1973, after court-ordered desegregation went into effect, the average white student attended a school that was 69% white and 31% Black. The average Black student attended a school that was 34% Black and 66% white. In five short years, the racial exposure gap fell from 66 percentage points to 3 percentage points. Schools reflected Charlotte-Mecklenburg’s demographics. In the graph above, Reardon and Owens averaged the segregation index figures for all 533 districts with substantial Black populations. That’s what each dot represents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early 1990s, this measure of segregation began to creep up again, as depicted by the red tail in the graph above. Owens calls it a “slow and steady uptick” in contrast to the drastic decline in segregation after 1968. Segregation has not bounced back or returned to pre-Brown levels. “There’s a misconception that segregation is worse than ever,” Reardon said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the red line from 1990 to the present looks nearly flat, when you zoom in on it, you can see that Black-white segregation grew by 25% between 1991 and 2019. During the pandemic, segregation declined slightly again.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63695\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63695\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Detailed view of the red line segment in the chart above, “Average White-Black Segregation, 1968-2022.” Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to emphasize that these Black-white segregation levels are tiny compared with the degree of segregation in the late 1960s. A 25% increase can seem like a lot, but it’s less than 4 percentage points.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s big enough that it makes me worried,” said Owens. “Now is the moment to keep an eye on this. If it continues in this direction, it would take a long time to get back up to Brown. But let’s not let it keep going up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even more troubling is the fact that segregation increased substantially if you zero in on the nation’s biggest cities. White-Black segregation in the largest 100 school districts increased by 64% from 1988 to 2019, Owens and Reardon calculated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63696\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63696\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png\" alt=\"\" width=\"800\" height=\"864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-160x173.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-768x830.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>2. School choice plays a role in recent segregation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why is segregation creeping back up again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The expiration of court orders that mandated school integration and the expansion of school choice policies, including the rapid growth of charter schools, explains all of the increase in segregation from 2000 onward, said Reardon. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009, and racial school segregation in these districts gradually increased in the years afterward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School choice, however, appears to be the dominant force. More than half of the increase in segregation in the 2000s can be attributed to the rise of charter schools, whose numbers began to increase rapidly in the late 1990s. In many cases, either white or Black families flocked to different charter schools, leaving behind a less diverse student body in traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason for the rise in segregation in the 1990s before the number of charter schools soared is harder to understand. Owens speculates that other school choice policies, such as the option to attend any public school within a district or the creation of new magnet schools, may have played a role, but she doesn’t have the data to prove that. White gentrification of cities in the 1990s could also be a factor, she said, as the white newcomers favored a small set of schools or sent their children to private schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We might just be catching a moment where there’s been an influx of one group before the other group leaves,” said Owens. “It’s hard to say how the numbers will look 10 years from now.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. It’s important to disentangle demographic shifts from segregation increases\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a popular narrative that segregation has increased because Black students are more likely to attend school with other students who are not white, especially Hispanic students. But Reardon and Owens say this analysis conflates demographic shifts in the U.S. population with segregation. The share of Hispanic students in U.S. schools now approaches\u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment\">\u003cspan style=\"font-weight: 400\">30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone is attending schools with more Hispanic classmates. White students, who used to represent\u003c/span>\u003ca href=\"https://www.census.gov/content/dam/Census/library/publications/1971/demo/p20-222.pdf\">\u003cspan style=\"font-weight: 400\">85%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the U.S. student population in 1970, now make up less than half.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63693\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63693\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The blue line in the graph above shows how the classmates of the average Black, Hispanic or Native American student have increased from about 55% Black, Hispanic and Native American students in the early 1970s to nearly 80% Black, Hispanic and Native American students today. That means that the average student who is not white is attending a school that is overwhelmingly made up of students who are not white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But look at how the red line, which depicts white students, is following the same path. The average white student is attending a school that moved from 35% students who are not white in the 1970s to nearly 70% students who are not white today. “It’s entirely driven by Hispanic students,” said Owens. “Even the ‘white’ schools in L.A. are 40% Hispanic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I dug into U.S. Department of Education data to show how extremely segregated schools have become less common. The percentage of Black students attending a school that is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.55.asp\">\u003cspan style=\"font-weight: 400\">90% or more Black fell from 23% in 2000 to 10% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Only 1 in 10 Black students attends an all-Black or a nearly all-Black school. Meanwhile, the percentage of white students attending a school that is 90% or more white fell from 44% to 14% during this same time period. That’s 1 in 7. Far fewer Black or white students are learning in schools that are almost entirely made up of students of their same race.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63694\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png\" alt=\"\" width=\"800\" height=\"561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-1020x715.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the percentage of Black students attending a school where 90% of students are not white grew from \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.50.asp\">\u003cspan style=\"font-weight: 400\">37% in 2000 to 40% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But notice the sharp growth of Hispanic students during this period. They went from 7.6 million (fewer than the number of Black students) to more than 13.9 million (almost double the number of Black students).\u003c/span>\u003c/p>\n\u003ch3>4. \u003cb>Most segregation falls across school district boundaries\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63698\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This bar chart shows how schools are segregated for two reasons. One is that people of different races live on opposite sides of school district lines. Detroit is an extreme example. The \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/Screen-Shot-2024-05-03-at-7.40.56-AM.png\">\u003cspan style=\"font-weight: 400\">city schools are dominated by Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, the Detroit suburbs, which operate independent school systems, are dominated by white students. Almost all the segregation is because people of different races live in different districts. Meanwhile, in the Charlotte, North Carolina, metropolitan area, over half of the segregation reflects the uneven distribution of students within school districts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationally, 60% of the segregation occurs because of the Detroit scenario: People live across administrative borders, Reardon and Owens calculated. Still, 40% of current segregation is within administrative borders that policymakers can control.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>5. Residential segregation is decreasing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">People often say there’s little that can be done about school segregation until we integrate neighborhoods. I was surprised to learn that residential segregation has been declining over the past 30 years, according to Reardon’s and Owens’s analysis of census tracts. More Black and white people live in proximity to each other. And yet, at the same time, school segregation is getting worse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All this matters, Reardon said, because kids are learning at different rates in more segregated systems. “We know that more integrated schools provide more equal educational opportunities,” he said. “The things we’re doing with our school systems are making segregation worse.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon recommends more reforms to housing policy to integrate neighborhoods and more “guard rails” on school choice systems so that they cannot be allowed to produce highly segregated schools. \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-5-takeaways-segregation-70-years-after-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">segregation in schools today\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Do You Counter Misinformation? Critical Thinking Is Step One",
"headTitle": "How Do You Counter Misinformation? Critical Thinking Is Step One | KQED",
"content": "\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world 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\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"filters": [
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]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
