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"content": "\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "5-reasons-to-keep-up-read-alouds-beyond-kindergarten",
"title": "5 Reasons To Keep Up Read-Alouds Beyond Kindergarten",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From bedtime stories to storytime on the classroom rug, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story\">\u003cspan style=\"font-weight: 400\">read-alouds are a powerful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educational tool for students across grade levels. Reading aloud can capture young people’s interest in stories and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58591/how-reading-aloud-can-help-you-bond-with-your-kids-and-make-them-better-readers\">\u003cspan style=\"font-weight: 400\">can help them process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over 80% of children aged 6-14 who are read to said they love or like read-aloud time, according to \u003c/span>\u003ca href=\"https://www.scholastic.com/content/dam/scholastic/site/KFRR/KFRR_7th%20Edtidion.pdf\">\u003cspan style=\"font-weight: 400\">a Scholastic survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The same report found that despite positive feelings towards read-alouds, the frequency of read-alouds tends to decrease as children get older, peaking at age 5. “We cannot afford to give them up,” said \u003c/span>\u003ca href=\"https://x.com/lynnerdorfman\">\u003cspan style=\"font-weight: 400\">Lynne Dorfman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a literacy coach and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can’t assume that students are getting the necessary reading instruction at home. Lower-income households are likely to have fewer read-alouds, according to Scholastic. Additionally, a \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">2021 Pew Research Center survey \u003c/a>\u003c/span>found that 9-year-olds read for fun less often than they used to. Not only can read-alouds address these pain points, but many of the skills English language arts teachers strive to cultivate in the classroom can be supported with read-alouds.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of gathering students to listen to a story can target specific \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61841/many-teacher-prep-programs-include-debunked-methods-to-teach-kids-to-read-new-report-finds\">\u003cspan style=\"font-weight: 400\">reading strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, model positive reading behaviors, build a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">sense of community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, introduce students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">diverse texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and cultivate a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential\">\u003cspan style=\"font-weight: 400\">lifelong love of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">1. Targeting reading strategies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds offer an opportunity for teachers to reinforce reading strategies like visualization, making inferences, prediction and word recognition within a supportive and engaging context. “Books – picture books specifically – are the best co-teachers and the best tools that we have in our classrooms,” said literary specialist \u003c/span>\u003ca href=\"https://x.com/JoEllenMcCarthy?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">JoEllen McCarthy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the\u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\"> 2024 EdCollab Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/brenkrupp?lang=en\">\u003cspan style=\"font-weight: 400\">Brenda Krupp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a reading specialist and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommended that teachers pre-read the book and make notes about places they can stop to demonstrate reading strategies. These notes might include reminders to ask students what they think might happen or what context clues can help them figure out the meaning of a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To maintain the flow of the story and keep students engaged, Dorfman suggested limiting the number of stops during a read-aloud. “Target one strategy that you want to highlight, whether it’s visualization, making an inference, making a prediction, or asking a question,” she recommended.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Why we all need to start reading aloud to our kids | Keisha Siriboe | TEDxWanChai\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/VsAtwkHRorY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>2. Modeling positive reading behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers do read-alouds, it might seem like they are doing all the work, but students’ brains are actively engaged, too. “You are modeling what a fluent reader looks like and sounds like,” Dorfman said. “The comprehension process is totally invisible. It’s going on in your head all the time while you’re interacting with words, but this is a perfect opportunity to make your thinking visible to your students.” When teachers model fluent reading, proper intonation and expressive storytelling they provide students with the tools they need to become proficient readers themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Dorfman emphasized the importance of showing genuine emotional reactions while reading. She said that she’s never afraid to laugh, cry or gasp during a read-aloud to teach students that books can and should elicit emotions. Krupp also goes back to reread sections during read-alouds to show students that it’s normal to revisit a passage to make sure they understand. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Building community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before read-aloud time, Dorfman selects a student to hang a sign on the classroom door that says, “Read-aloud time. Please do not disturb.” This simple act communicates to her students and others that this is a protected, special time. As students gather to listen to a story, they share a collective experience. “Reading aloud puts students on a level playing field,” Dorfman said, explaining that teachers can read materials that might be above some students’ reading levels because they are decoding the text together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Krupp does read-alouds, she prefers to sit close to her students on something slightly elevated so everyone can see the book. She said this setup creates a sense of community and helps minimize distractions. At the start of the year, Krupp and her students create a behavior chart detailing what is expected during read-aloud time, such as keeping eyes forward and refraining from touching or talking to friends. In turn, students often regulate each other’s behavior because they want to hear the story. A bit of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">fidgeting is acceptable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some students doodle or lie down. But if there’s a lot of fidgeting, Krupp checks students’ interest in the book. “If they’re not [interested], then I don’t have any problem with abandoning it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Introducing diverse texts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use read-alouds to introduce students to a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too\">\u003cspan style=\"font-weight: 400\">diverse range of texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that align with their interests and expand their horizons. “I felt that it was my job to introduce kids to fables, mythology, science fiction and non-narrative nonfiction,” said Dorfman, who keeps track of what students are reading using a spreadsheet. Additionally, teachers don’t need to shy away from reading the first book in a series or a blend of chapter and picture books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When selecting books, Dorfman uses the “windows and mirrors” framework created by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This approach ensures a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">balance of books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that both reflect students’ own experiences (mirrors) and introduce them to new perspectives (windows). “We need to read books to kids that are going to open them up to other cultures, other experiences that are very unlike the ones that they’re having,” Dorfman said. Additionally, reading books that students can see themselves in increases engagement. “There’s a lot of compliance in school, but we have to turn a lot of that compliance into real engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Krupp begins the school year by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">conducting interest surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students to learn about their reading preferences. During back-to-school conferences, she asks students to bring in books they read over the summer. If she notices trends, she \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">\u003cspan style=\"font-weight: 400\">selects read-alouds that align with these interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If she needs help finding a book that will resonate with a specific group of students, Krupp consults the school librarian, who has known the students longer. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Cultivating a love of reading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Dorfman finishes a book during read-aloud sessions, it’s common for students to ask their parents to buy the book or check it out from the library so they can read it again. A read-aloud can create a joyful memory or experience with a book that students want to revisit. “The object is to get kids off reading independently,” Dorfman said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds also introduce students to new authors and genres, expanding their literary horizons and helping them discover that there are many types of books available. “To be a global citizen, you need to be a reader,” she said. “It’s important that kids love reading, or at least like it enough to pick up books, magazines and other reading materials outside of school.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From bedtime stories to storytime on the classroom rug, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story\">\u003cspan style=\"font-weight: 400\">read-alouds are a powerful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> educational tool for students across grade levels. Reading aloud can capture young people’s interest in stories and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58591/how-reading-aloud-can-help-you-bond-with-your-kids-and-make-them-better-readers\">\u003cspan style=\"font-weight: 400\">can help them process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over 80% of children aged 6-14 who are read to said they love or like read-aloud time, according to \u003c/span>\u003ca href=\"https://www.scholastic.com/content/dam/scholastic/site/KFRR/KFRR_7th%20Edtidion.pdf\">\u003cspan style=\"font-weight: 400\">a Scholastic survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The same report found that despite positive feelings towards read-alouds, the frequency of read-alouds tends to decrease as children get older, peaking at age 5. “We cannot afford to give them up,” said \u003c/span>\u003ca href=\"https://x.com/lynnerdorfman\">\u003cspan style=\"font-weight: 400\">Lynne Dorfman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a literacy coach and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can’t assume that students are getting the necessary reading instruction at home. Lower-income households are likely to have fewer read-alouds, according to Scholastic. Additionally, a \u003ca href=\"https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\">2021 Pew Research Center survey \u003c/a>\u003c/span>found that 9-year-olds read for fun less often than they used to. Not only can read-alouds address these pain points, but many of the skills English language arts teachers strive to cultivate in the classroom can be supported with read-alouds.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of gathering students to listen to a story can target specific \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61841/many-teacher-prep-programs-include-debunked-methods-to-teach-kids-to-read-new-report-finds\">\u003cspan style=\"font-weight: 400\">reading strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, model positive reading behaviors, build a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">sense of community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, introduce students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">diverse texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and cultivate a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential\">\u003cspan style=\"font-weight: 400\">lifelong love of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">1. Targeting reading strategies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds offer an opportunity for teachers to reinforce reading strategies like visualization, making inferences, prediction and word recognition within a supportive and engaging context. “Books – picture books specifically – are the best co-teachers and the best tools that we have in our classrooms,” said literary specialist \u003c/span>\u003ca href=\"https://x.com/JoEllenMcCarthy?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">JoEllen McCarthy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the\u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\"> 2024 EdCollab Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/brenkrupp?lang=en\">\u003cspan style=\"font-weight: 400\">Brenda Krupp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a reading specialist and co-author of \u003c/span>\u003ca href=\"https://www.routledge.com/Welcome-to-Reading-Workshop-Structures-and-Routines-that-Support-All-Readers/Dorfman-Krupp/p/book/9781625315304\">\u003ci>\u003cspan style=\"font-weight: 400\">Welcome to Reading Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, recommended that teachers pre-read the book and make notes about places they can stop to demonstrate reading strategies. These notes might include reminders to ask students what they think might happen or what context clues can help them figure out the meaning of a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To maintain the flow of the story and keep students engaged, Dorfman suggested limiting the number of stops during a read-aloud. “Target one strategy that you want to highlight, whether it’s visualization, making an inference, making a prediction, or asking a question,” she recommended.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Why we all need to start reading aloud to our kids | Keisha Siriboe | TEDxWanChai\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/VsAtwkHRorY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>2. Modeling positive reading behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers do read-alouds, it might seem like they are doing all the work, but students’ brains are actively engaged, too. “You are modeling what a fluent reader looks like and sounds like,” Dorfman said. “The comprehension process is totally invisible. It’s going on in your head all the time while you’re interacting with words, but this is a perfect opportunity to make your thinking visible to your students.” When teachers model fluent reading, proper intonation and expressive storytelling they provide students with the tools they need to become proficient readers themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Dorfman emphasized the importance of showing genuine emotional reactions while reading. She said that she’s never afraid to laugh, cry or gasp during a read-aloud to teach students that books can and should elicit emotions. Krupp also goes back to reread sections during read-alouds to show students that it’s normal to revisit a passage to make sure they understand. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Building community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before read-aloud time, Dorfman selects a student to hang a sign on the classroom door that says, “Read-aloud time. Please do not disturb.” This simple act communicates to her students and others that this is a protected, special time. As students gather to listen to a story, they share a collective experience. “Reading aloud puts students on a level playing field,” Dorfman said, explaining that teachers can read materials that might be above some students’ reading levels because they are decoding the text together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Krupp does read-alouds, she prefers to sit close to her students on something slightly elevated so everyone can see the book. She said this setup creates a sense of community and helps minimize distractions. At the start of the year, Krupp and her students create a behavior chart detailing what is expected during read-aloud time, such as keeping eyes forward and refraining from touching or talking to friends. In turn, students often regulate each other’s behavior because they want to hear the story. A bit of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">fidgeting is acceptable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as some students doodle or lie down. But if there’s a lot of fidgeting, Krupp checks students’ interest in the book. “If they’re not [interested], then I don’t have any problem with abandoning it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Introducing diverse texts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use read-alouds to introduce students to a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63014/a-diverse-classroom-library-includes-and-respects-fat-characters-too\">\u003cspan style=\"font-weight: 400\">diverse range of texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that align with their interests and expand their horizons. “I felt that it was my job to introduce kids to fables, mythology, science fiction and non-narrative nonfiction,” said Dorfman, who keeps track of what students are reading using a spreadsheet. Additionally, teachers don’t need to shy away from reading the first book in a series or a blend of chapter and picture books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When selecting books, Dorfman uses the “windows and mirrors” framework created by \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This approach ensures a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">balance of books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that both reflect students’ own experiences (mirrors) and introduce them to new perspectives (windows). “We need to read books to kids that are going to open them up to other cultures, other experiences that are very unlike the ones that they’re having,” Dorfman said. Additionally, reading books that students can see themselves in increases engagement. “There’s a lot of compliance in school, but we have to turn a lot of that compliance into real engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Krupp begins the school year by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">conducting interest surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with students to learn about their reading preferences. During back-to-school conferences, she asks students to bring in books they read over the summer. If she notices trends, she \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">\u003cspan style=\"font-weight: 400\">selects read-alouds that align with these interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If she needs help finding a book that will resonate with a specific group of students, Krupp consults the school librarian, who has known the students longer. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Cultivating a love of reading\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Dorfman finishes a book during read-aloud sessions, it’s common for students to ask their parents to buy the book or check it out from the library so they can read it again. A read-aloud can create a joyful memory or experience with a book that students want to revisit. “The object is to get kids off reading independently,” Dorfman said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read-alouds also introduce students to new authors and genres, expanding their literary horizons and helping them discover that there are many types of books available. “To be a global citizen, you need to be a reader,” she said. “It’s important that kids love reading, or at least like it enough to pick up books, magazines and other reading materials outside of school.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "As Teacher Layoffs Loom, Research Evidence Mounts that Seniority Protections Hurt Kids in Poverty | KQED",
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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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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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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"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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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"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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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"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. ",
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"order": 18
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},
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"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/",
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},
"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"
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},
"masters-of-scale": {
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"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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