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"content": "\u003cp>In rural Livingston, Calif., where people are vastly outnumbered by sweet potatoes, something remarkable is happening in the public schools.\u003c/p>\n\u003cp>When kindergarten teacher Lupe Fuentes tells her class they have perfect attendance for the day, the roomful of children cheer, “Hip, hip hooray, everybody’s here today!”\u003c/p>\n\u003cp>Nearby, gathered on the learning rug in teacher Diana Dickey’s classroom, the kindergartners aren’t cheering: They’ve just been told one of their classmates is absent. Sick, perhaps – though Dickey isn’t sure yet. A few children seem concerned.\u003c/p>\n\u003cp>Dickey reminds them to keep the absent boy in their hearts. On the whiteboard, she has drawn a large, dry-erase heart. Above it is a gallery of small, magnetized photos – one for every child in the class. Dickey and the class then move the absent boy’s photo \u003cem>inside\u003c/em> the heart.\u003c/p>\n\u003cp>“Boom, boom, pow,” they sing together, to the absent boy. “We miss you, and we wish you well.”\u003c/p>\n\u003cfigure id=\"attachment_64002\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64002\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">On the whiteboard, kindergarten teacher Diana Dickey has drawn a large, dry-erase heart. Above it is a gallery of small, magnetized photos – one for every child in the class. When a student is absent, their photo is moved into the heart. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These attendance ceremonies may seem small, but they send a powerful message to every child in class: In Livingston, when you miss school, you’re not just absent – you’re \u003cem>missed\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In many K-12 schools across the country, an alarming number of children have been chronically absent – an old problem that COVID-19 made much, much worse. To be considered chronically absent, a \u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">student must miss at least 10% of the school year\u003c/a>, usually around 18 school days. According to \u003ca href=\"https://www.npr.org/2024/02/09/1228441120/covid-schools-students-learning\">an analysis by the American Enterprise Institute\u003c/a>, more than 1 in 4 students across the U.S. was chronically absent during the 2022-23 school year.\u003c/p>\n\u003cp>One of the hardest-hit grades might surprise you: kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_64001\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64001\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Lupe Fuentes waits with students for class to start at Selma Herndon Elementary. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In California, for example, more than 1 in 3 kindergartners was chronically absent. But the tiny town of Livingston, in California’s sprawling Central Valley, is an outlier – and a powerful lesson in the ways a district can proactively \u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">prevent wide-scale absenteeism.\u003c/a>\u003c/p>\n\u003cp>“We were just wowed by what we saw the moment we set foot on Livingston’s campuses,” says Sujie Shin with the California Collaborative for Educational Excellence.\u003c/p>\n\u003cp>Shin reviewed attendance data for all of California’s roughly 1,000 school districts, searching for solutions to the absenteeism crisis. She noticed Livingston’s kindergarten absenteeism rate was much lower – nearly 10 percentage points lower – than the state average. She wondered what they were doing that was so \u003cem>right\u003c/em>?\u003c/p>\n\u003cp>The short answer is: a lot. Here are three things.\u003c/p>\n\u003ch3>1. Teaching young parents that kindergarten attendance matters\u003c/h3>\n\u003cp>During the pandemic, many parents didn’t send their children to preschool or day care, which means they weren’t forming consistent attendance habits until kindergarten.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64000\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/p>\n\u003cp>“For many families, especially post-pandemic, this is the first time you’re actually sharing the responsibility of nurturing and raising your child with another human being,” says Hedy Chang, who founded the nonprofit initiative Attendance Works. She’s considered one of the smartest people in the country when it comes to understanding chronic absenteeism.\u003c/p>\n\u003cp>Chang says some kindergarten families simply don’t understand how important it is to be consistent.\u003c/p>\n\u003cp>“Attendance is a lot about laying down the line and saying, ‘Hey, we’re gonna get my kid to school every day. And I’m gonna partner with my teacher so this is both engaging and we have the supports we need,’” Chang says. “When we have that experience in kindergarten, we lay the foundation for our future.”\u003c/p>\n\u003cp>The opposite is also true. Chang warns that poor attendance can have a long-term impact. “Chronic absence in kindergarten is associated with not being as likely to read or count proficiently in third grade.\u003cstrong>”\u003c/strong>\u003c/p>\n\u003cp>Mayte Ramírez, a principal at one of Livingston’s elementary schools, will often \u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">pick up the phone and call the families\u003c/a> of absent kindergartners with a warning: Missing one day of kindergarten is like missing three.\u003c/p>\n\u003cp>“The day that they were absent,” Ramírez says, “that’s a whole day.” The second day, they may come back, but they’re so busy catching up, they miss new material. “On the third day, they’re still trying to catch up! So they’re missing three days of instruction. And for littles, that’s huge.”\u003c/p>\n\u003cfigure id=\"attachment_63999\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63999\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Students head to class at Selma Herndon Elementary in Livingston, Calif. \u003ccite>( Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One Livingston mom, Yolanda, says she learned this lesson the hard way. We agreed to only use Yolanda’s first name because it can be hard to talk about absenteeism. She says that two years ago, when her daughter was in kindergarten, Yolanda let her miss a lot of school. Her daughter wasn’t necessarily sick; there were times she simply didn’t want to go. By the time her daughter got to first grade, she struggled with reading and writing.\u003c/p>\n\u003cp>“I realized I shouldn’t have [let her miss class],” Yolanda says. “Now that I have my 5-year-old [son] in kindergarten, I do not let him miss school. He’s only missed one day. So that he doesn’t struggle like his sister.”\u003c/p>\n\u003ch3>2. Helping parents make sense of pandemic health rules\u003c/h3>\n\u003cp>During COVID, families were often told: If your child seems sick, keep them home.\u003c/p>\n\u003cp>Now though, \u003cem>absenteeism \u003c/em>has become an epidemic, and schools are telling families: Unless your child is really sick (fever, vomiting or diarrhea), they should be in class. It’s a big change, says Rafael Bautista, the father of another Livingston kindergartner.\u003c/p>\n\u003cfigure id=\"attachment_64003\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64003\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Diana Dickey greets students on their way into class. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When one of his kids gets the sniffles, he wonders, “Should I send them to school like that? Or should I just make sure he is fine? You know? And also, I mean, allergies … you don’t know! Our kids get sick very often.”\u003c/p>\n\u003cp>Livingston has a fix for all this confusion. Her name is Lori Morgan, and she’s the district’s top nurse. She gives families her personal cell number and tells them, if in doubt, call her.\u003c/p>\n\u003cp>“I was on vacation [recently],” Morgan says with a smile. “I was on the phone and on email with a dozen parents. Yeah, I’m never really \u003cem>off\u003c/em>.”\u003c/p>\n\u003cp>In Livingston, Nurse Lori, as she’s known, tells families they don’t have to decide if their child is too sick for school. Just meet her or a member of her health staff in the school parking lot.\u003c/p>\n\u003cp>“You don’t even have to get out of the car. Just stay in the car,” Morgan tells families. “We’ll come out and check your child out.”\u003c/p>\n\u003cp>She may take their temperature, ask a few questions. If a child is truly sick, Morgan says, she helps families get a quick doctor’s appointment at the local health clinic. But, she laughs, “99% of the time they’re well enough to stay.” And so she walks them to class.\u003c/p>\n\u003cp>In Livingston schools, \u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">building relationships with families\u003c/a> isn’t a side project. It’s fundamental. And it isn’t just Morgan. Each school site employs a dedicated parent liaison. And at morning drop-off, kindergarten parents are allowed to enter the closed campus and walk their children to a waiting teacher.\u003c/p>\n\u003cp>“Our families have a close connection to our schools\u003cem>,\u003c/em>” says Superintendent Andres Zamora, who is wrapping up his 15th year in Livingston.\u003c/p>\n\u003ch3>3. Making school a place children want to be\u003c/h3>\n\u003cp>Helping parents see the value of kindergarten and understand post-pandemic health rules can boost attendance, sure. But the most important thing schools can do is make sure kids \u003cem>want\u003c/em> to be there.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>She is excited for school every morning,” says Erika Zurita, whose daughter is in kindergarten in Livingston. “This spring break, she kept asking me, ‘Are we going to school tomorrow? I miss my teacher, my school, my classmates.’ She loves it.”\u003c/p>\n\u003cfigure id=\"attachment_63998\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63998\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lupe Fuentes (left) and Yesenia Covarrubias teach a lesson on courage. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>How in the world do you do that? Sujie Shin, with the California Collaborative for Educational Excellence, says the research is clear: One of the best predictors of a child’s success in school is how they answer one, simple question.\u003c/p>\n\u003cp>“Is there an adult at school that cares about you? Yes or no? That’s it,” Shin says. “That’s the question that can tell you everything.”\u003c/p>\n\u003cp>And in Livingston, Shin says, it’s clear that teachers and school leaders share “this real intense focus on \u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\">creating and maintaining relationships\u003c/a> every single moment possible.”\u003c/p>\n\u003cp>At her school, Principal Mayte Ramírez waits outside during morning drop-off, the first face many kids see as they emerge from the bus or idling cars. She flits easily between English and Spanish, which puts many families at ease as more than 80% of the district’s children are Hispanic. It’s not uncommon to hear Ramírez call a child “my heart” or “mi corazón.”\u003c/p>\n\u003cp>When an SUV pulls up a few minutes late, Ramírez finds a little boy in the back seat, folded into a ball of anxiety. He does not want to go to school, and his mother isn’t sure what to do. But Principal Ramírez knows him – and the boy knows her. She opens the rear door, leans all the way in and gently extends her hand to the little boy.\u003c/p>\n\u003cp>“Come and help me, my love,” Ramírez says.\u003c/p>\n\u003cp>The little boy unfolds himself, takes his principal’s hand and steps out of the car. Ramírez repays his trust by walking him through the front gates and all the way to his classroom.\u003c/p>\n\u003cp>On the way, she assures him, “You’re gonna have a great day.”\u003c/p>\n\u003cp>\u003cem>Audio stories produced by Lauren Migaki\u003c/em>\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>In rural Livingston, Calif., where people are vastly outnumbered by sweet potatoes, something remarkable is happening in the public schools.\u003c/p>\n\u003cp>When kindergarten teacher Lupe Fuentes tells her class they have perfect attendance for the day, the roomful of children cheer, “Hip, hip hooray, everybody’s here today!”\u003c/p>\n\u003cp>Nearby, gathered on the learning rug in teacher Diana Dickey’s classroom, the kindergartners aren’t cheering: They’ve just been told one of their classmates is absent. Sick, perhaps – though Dickey isn’t sure yet. A few children seem concerned.\u003c/p>\n\u003cp>Dickey reminds them to keep the absent boy in their hearts. On the whiteboard, she has drawn a large, dry-erase heart. Above it is a gallery of small, magnetized photos – one for every child in the class. Dickey and the class then move the absent boy’s photo \u003cem>inside\u003c/em> the heart.\u003c/p>\n\u003cp>“Boom, boom, pow,” they sing together, to the absent boy. “We miss you, and we wish you well.”\u003c/p>\n\u003cfigure id=\"attachment_64002\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64002\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder2-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">On the whiteboard, kindergarten teacher Diana Dickey has drawn a large, dry-erase heart. Above it is a gallery of small, magnetized photos – one for every child in the class. When a student is absent, their photo is moved into the heart. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These attendance ceremonies may seem small, but they send a powerful message to every child in class: In Livingston, when you miss school, you’re not just absent – you’re \u003cem>missed\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In many K-12 schools across the country, an alarming number of children have been chronically absent – an old problem that COVID-19 made much, much worse. To be considered chronically absent, a \u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">student must miss at least 10% of the school year\u003c/a>, usually around 18 school days. According to \u003ca href=\"https://www.npr.org/2024/02/09/1228441120/covid-schools-students-learning\">an analysis by the American Enterprise Institute\u003c/a>, more than 1 in 4 students across the U.S. was chronically absent during the 2022-23 school year.\u003c/p>\n\u003cp>One of the hardest-hit grades might surprise you: kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_64001\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64001\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder3-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Lupe Fuentes waits with students for class to start at Selma Herndon Elementary. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In California, for example, more than 1 in 3 kindergartners was chronically absent. But the tiny town of Livingston, in California’s sprawling Central Valley, is an outlier – and a powerful lesson in the ways a district can proactively \u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">prevent wide-scale absenteeism.\u003c/a>\u003c/p>\n\u003cp>“We were just wowed by what we saw the moment we set foot on Livingston’s campuses,” says Sujie Shin with the California Collaborative for Educational Excellence.\u003c/p>\n\u003cp>Shin reviewed attendance data for all of California’s roughly 1,000 school districts, searching for solutions to the absenteeism crisis. She noticed Livingston’s kindergarten absenteeism rate was much lower – nearly 10 percentage points lower – than the state average. She wondered what they were doing that was so \u003cem>right\u003c/em>?\u003c/p>\n\u003cp>The short answer is: a lot. Here are three things.\u003c/p>\n\u003ch3>1. Teaching young parents that kindergarten attendance matters\u003c/h3>\n\u003cp>During the pandemic, many parents didn’t send their children to preschool or day care, which means they weren’t forming consistent attendance habits until kindergarten.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64000\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/p>\n\u003cp>“For many families, especially post-pandemic, this is the first time you’re actually sharing the responsibility of nurturing and raising your child with another human being,” says Hedy Chang, who founded the nonprofit initiative Attendance Works. She’s considered one of the smartest people in the country when it comes to understanding chronic absenteeism.\u003c/p>\n\u003cp>Chang says some kindergarten families simply don’t understand how important it is to be consistent.\u003c/p>\n\u003cp>“Attendance is a lot about laying down the line and saying, ‘Hey, we’re gonna get my kid to school every day. And I’m gonna partner with my teacher so this is both engaging and we have the supports we need,’” Chang says. “When we have that experience in kindergarten, we lay the foundation for our future.”\u003c/p>\n\u003cp>The opposite is also true. Chang warns that poor attendance can have a long-term impact. “Chronic absence in kindergarten is associated with not being as likely to read or count proficiently in third grade.\u003cstrong>”\u003c/strong>\u003c/p>\n\u003cp>Mayte Ramírez, a principal at one of Livingston’s elementary schools, will often \u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">pick up the phone and call the families\u003c/a> of absent kindergartners with a warning: Missing one day of kindergarten is like missing three.\u003c/p>\n\u003cp>“The day that they were absent,” Ramírez says, “that’s a whole day.” The second day, they may come back, but they’re so busy catching up, they miss new material. “On the third day, they’re still trying to catch up! So they’re missing three days of instruction. And for littles, that’s huge.”\u003c/p>\n\u003cfigure id=\"attachment_63999\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63999\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5.jpeg\" alt=\"\" width=\"700\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder5-160x107.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Students head to class at Selma Herndon Elementary in Livingston, Calif. \u003ccite>( Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One Livingston mom, Yolanda, says she learned this lesson the hard way. We agreed to only use Yolanda’s first name because it can be hard to talk about absenteeism. She says that two years ago, when her daughter was in kindergarten, Yolanda let her miss a lot of school. Her daughter wasn’t necessarily sick; there were times she simply didn’t want to go. By the time her daughter got to first grade, she struggled with reading and writing.\u003c/p>\n\u003cp>“I realized I shouldn’t have [let her miss class],” Yolanda says. “Now that I have my 5-year-old [son] in kindergarten, I do not let him miss school. He’s only missed one day. So that he doesn’t struggle like his sister.”\u003c/p>\n\u003ch3>2. Helping parents make sense of pandemic health rules\u003c/h3>\n\u003cp>During COVID, families were often told: If your child seems sick, keep them home.\u003c/p>\n\u003cp>Now though, \u003cem>absenteeism \u003c/em>has become an epidemic, and schools are telling families: Unless your child is really sick (fever, vomiting or diarrhea), they should be in class. It’s a big change, says Rafael Bautista, the father of another Livingston kindergartner.\u003c/p>\n\u003cfigure id=\"attachment_64003\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64003\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder-extra-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Diana Dickey greets students on their way into class. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When one of his kids gets the sniffles, he wonders, “Should I send them to school like that? Or should I just make sure he is fine? You know? And also, I mean, allergies … you don’t know! Our kids get sick very often.”\u003c/p>\n\u003cp>Livingston has a fix for all this confusion. Her name is Lori Morgan, and she’s the district’s top nurse. She gives families her personal cell number and tells them, if in doubt, call her.\u003c/p>\n\u003cp>“I was on vacation [recently],” Morgan says with a smile. “I was on the phone and on email with a dozen parents. Yeah, I’m never really \u003cem>off\u003c/em>.”\u003c/p>\n\u003cp>In Livingston, Nurse Lori, as she’s known, tells families they don’t have to decide if their child is too sick for school. Just meet her or a member of her health staff in the school parking lot.\u003c/p>\n\u003cp>“You don’t even have to get out of the car. Just stay in the car,” Morgan tells families. “We’ll come out and check your child out.”\u003c/p>\n\u003cp>She may take their temperature, ask a few questions. If a child is truly sick, Morgan says, she helps families get a quick doctor’s appointment at the local health clinic. But, she laughs, “99% of the time they’re well enough to stay.” And so she walks them to class.\u003c/p>\n\u003cp>In Livingston schools, \u003ca href=\"https://www.kqed.org/mindshift/63951/3-strategies-for-encouraging-dads-involvement-in-schools\">building relationships with families\u003c/a> isn’t a side project. It’s fundamental. And it isn’t just Morgan. Each school site employs a dedicated parent liaison. And at morning drop-off, kindergarten parents are allowed to enter the closed campus and walk their children to a waiting teacher.\u003c/p>\n\u003cp>“Our families have a close connection to our schools\u003cem>,\u003c/em>” says Superintendent Andres Zamora, who is wrapping up his 15th year in Livingston.\u003c/p>\n\u003ch3>3. Making school a place children want to be\u003c/h3>\n\u003cp>Helping parents see the value of kindergarten and understand post-pandemic health rules can boost attendance, sure. But the most important thing schools can do is make sure kids \u003cem>want\u003c/em> to be there.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>She is excited for school every morning,” says Erika Zurita, whose daughter is in kindergarten in Livingston. “This spring break, she kept asking me, ‘Are we going to school tomorrow? I miss my teacher, my school, my classmates.’ She loves it.”\u003c/p>\n\u003cfigure id=\"attachment_63998\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63998\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6.jpeg\" alt=\"\" width=\"1300\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6.jpeg 1300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/kinder6-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lupe Fuentes (left) and Yesenia Covarrubias teach a lesson on courage. \u003ccite>(Preston Gannaway for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>How in the world do you do that? Sujie Shin, with the California Collaborative for Educational Excellence, says the research is clear: One of the best predictors of a child’s success in school is how they answer one, simple question.\u003c/p>\n\u003cp>“Is there an adult at school that cares about you? Yes or no? That’s it,” Shin says. “That’s the question that can tell you everything.”\u003c/p>\n\u003cp>And in Livingston, Shin says, it’s clear that teachers and school leaders share “this real intense focus on \u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\">creating and maintaining relationships\u003c/a> every single moment possible.”\u003c/p>\n\u003cp>At her school, Principal Mayte Ramírez waits outside during morning drop-off, the first face many kids see as they emerge from the bus or idling cars. She flits easily between English and Spanish, which puts many families at ease as more than 80% of the district’s children are Hispanic. It’s not uncommon to hear Ramírez call a child “my heart” or “mi corazón.”\u003c/p>\n\u003cp>When an SUV pulls up a few minutes late, Ramírez finds a little boy in the back seat, folded into a ball of anxiety. He does not want to go to school, and his mother isn’t sure what to do. But Principal Ramírez knows him – and the boy knows her. She opens the rear door, leans all the way in and gently extends her hand to the little boy.\u003c/p>\n\u003cp>“Come and help me, my love,” Ramírez says.\u003c/p>\n\u003cp>The little boy unfolds himself, takes his principal’s hand and steps out of the car. Ramírez repays his trust by walking him through the front gates and all the way to his classroom.\u003c/p>\n\u003cp>On the way, she assures him, “You’re gonna have a great day.”\u003c/p>\n\u003cp>\u003cem>Audio stories produced by Lauren Migaki\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">Engaging parents in their children’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one of the keys to unlocking academic success and overall development. Fathers often remain an untapped resource in the parent-school partnership, according to certified parenting coach and trainer \u003c/span>\u003ca href=\"https://www.dionchavis.com/\">\u003cspan style=\"font-weight: 400\">Dion Chavis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">“I’ve seen the low turnout when it comes to [educators] trying to get fathers engaged in the education of their kids,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Chavis said during a session at the 2024 \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3/websitePage:5fba2b2c-2fea-4fdf-9166-3e66c1e3f556\">\u003cspan style=\"font-weight: 400\">National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Dads are needed. We need dads to make a difference not just in school, but in our societies.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research shows that when fathers are actively involved in their children’s education, students experience \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2023/09/230920111234.htm#:~:text=Dads'%20involvement%20impacted%20positively%20on,with%20their%20children%20each%20week.\">\u003cspan style=\"font-weight: 400\">higher academic achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.irp.wisc.edu/resource/involved-fathers-play-an-important-role-in-childrens-lives/#:~:text=A%20growing%20body%20of%20research,actively%20involved%20in%20their%20life.\">\u003cspan style=\"font-weight: 400\">fewer behavioral problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly half of dads wish they were more involved in their kids’ education, according to a \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2015/12/17/4-child-care-and-education-quality-availability-and-parental-involvement/\">\u003cspan style=\"font-weight: 400\">2015 Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> survey. Oftentimes dads need support navigating the school system, Chavis said, but they “might not even know how to ask for that help.” By implementing strategies that cater to the needs and interests of fathers, schools can foster stronger school-family connections. In his presentation, Chavis shared best practices to boost fathers’ engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address bias and stereotypes about fathers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common stereotypes about dads include that they are always working, unnurturing and uninterested in their child’s education and. As a result, dads often feel judged, said Chavis. For instance, Chavis recalled that his daughter’s teacher was surprised to learn he was the one who taught her double-digit multiplication before she learned it at school. To him, this interaction was a prime example of how stereotypes can affect educators’ perceptions of and interactions with fathers. “That was an opportunity for her to uplift me and to create a space for me to feel appreciated for the work that I’ve done in my child’s life,” said Chavis. “Instead, she took the opportunity to embed her notions and her thoughts about fathers’ engagement into that conversation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over time, dads may internalize these stereotypes, a phenomenon known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s going to cause them to withdraw,” Chavis said. “We have to ensure that we are making that father feel like he has a place in that classroom.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tailor communication and outreach \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Chavis attended a meeting at his son’s school without his wife . He asked for extra resources to support his son, and when he followed up later, he was told the resources had been sent to his wife, despite him providing his contact information. Other dads who Chavis has worked with have had similar experiences where materials sent home were automatically addressed to a mom. A \u003c/span>\u003ca href=\"https://news.byu.edu/intellect/who-you-gonna-call-if-youre-a-school-principal-mom-before-dad-according-to-byu-study#:~:text=A%20study%20from%20BYU%2C%20Syracuse,contact%20information%20for%20both%20parents.&text=When%20a%20sick%20child%20needs,the%20call%2C%20Mom%20or%20Dad%3F\">\u003cspan style=\"font-weight: 400\">2023 study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that mothers were 1.4 times more likely to receive a call from their child’s school than fathers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to take steps to ensure that dads are being seen and heard,” said Chavis. A simple solution is to send all school correspondence to both parents. Chavis noted that accurately communicating with a child’s caregivers can be harder with divorced parents or blended families because it’s challenging to avoid making assumptions about the family structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can go further by tailoring some outreach directly to dads. For example, a class newsletter could include a section specifically for dads, or the school can have father-focused events and programs. During Chavis’s talk, a teacher from Baltimore shared one such activity from her school: one day early in the year, dads and male caregivers are invited to line the halls and welcome kids to school. Encouraging students to invite other male role models such as uncles, big brothers, mentors and pastors \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">makes this activity more inclusive for varied family structures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage pop culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Chavis, pop culture is rich with low stakes ways for dads to interact with their kids’ learning. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/26836195?seq=1\">\u003cspan style=\"font-weight: 400\">Many educators \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">have found that incorporating pop culture into academics increases student engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During Chavis’ session, an educator from Buffalo, New York, shared an idea called a “reverse gift card.” Parents are asked to write their interests, hobbies and skills — such as favorite TV shows, movies, sports or music — on a small card with their availability. Parents are called on to volunteer for specific activities according to their interests as their “gift” to the school. For example, if a dad says he’s a fan of superhero movies, he might be asked to chaperone a school visit to a museum exhibit on the history and impact of comic books. “It shows that we pay attention and we’re asking things instead of just blanket messages all the time,” said the educator. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pop culture can also offer a way for dads to connect with each other. \u003c/span>\u003cspan style=\"font-weight: 400\">Chavis mentioned an event for dads and their kids at a school in Bakersfield, California, where they broadcasted Monday Night Football and provided food. While s\u003c/span>\u003cspan style=\"font-weight: 400\">ports events can be a great way to bring dads together, connections can be formed around a range of interests. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chavis likened engaging fathers to a dance, with the school taking the lead. Schools will likely need to initiate changes to jumpstart dads’ engagement. “Let them know how important they are, how needed they are, how valued they are, and create that space where you begin to lift up the importance of dads being engaged,” Chavis said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/63920/building-parent-teacher-relationships-can-be-hard-positive-phone-calls-home-can-help\">\u003cspan style=\"font-weight: 400\">Engaging parents in their children’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one of the keys to unlocking academic success and overall development. Fathers often remain an untapped resource in the parent-school partnership, according to certified parenting coach and trainer \u003c/span>\u003ca href=\"https://www.dionchavis.com/\">\u003cspan style=\"font-weight: 400\">Dion Chavis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">“I’ve seen the low turnout when it comes to [educators] trying to get fathers engaged in the education of their kids,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Chavis said during a session at the 2024 \u003c/span>\u003ca href=\"https://web.cvent.com/event/eebbe1af-9e83-42bd-a491-ee5652c090a3/websitePage:5fba2b2c-2fea-4fdf-9166-3e66c1e3f556\">\u003cspan style=\"font-weight: 400\">National Community Schools and Family Engagement Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Dads are needed. We need dads to make a difference not just in school, but in our societies.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research shows that when fathers are actively involved in their children’s education, students experience \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2023/09/230920111234.htm#:~:text=Dads'%20involvement%20impacted%20positively%20on,with%20their%20children%20each%20week.\">\u003cspan style=\"font-weight: 400\">higher academic achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.irp.wisc.edu/resource/involved-fathers-play-an-important-role-in-childrens-lives/#:~:text=A%20growing%20body%20of%20research,actively%20involved%20in%20their%20life.\">\u003cspan style=\"font-weight: 400\">fewer behavioral problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nearly half of dads wish they were more involved in their kids’ education, according to a \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2015/12/17/4-child-care-and-education-quality-availability-and-parental-involvement/\">\u003cspan style=\"font-weight: 400\">2015 Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> survey. Oftentimes dads need support navigating the school system, Chavis said, but they “might not even know how to ask for that help.” By implementing strategies that cater to the needs and interests of fathers, schools can foster stronger school-family connections. In his presentation, Chavis shared best practices to boost fathers’ engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address bias and stereotypes about fathers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common stereotypes about dads include that they are always working, unnurturing and uninterested in their child’s education and. As a result, dads often feel judged, said Chavis. For instance, Chavis recalled that his daughter’s teacher was surprised to learn he was the one who taught her double-digit multiplication before she learned it at school. To him, this interaction was a prime example of how stereotypes can affect educators’ perceptions of and interactions with fathers. “That was an opportunity for her to uplift me and to create a space for me to feel appreciated for the work that I’ve done in my child’s life,” said Chavis. “Instead, she took the opportunity to embed her notions and her thoughts about fathers’ engagement into that conversation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over time, dads may internalize these stereotypes, a phenomenon known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields\">\u003cspan style=\"font-weight: 400\">stereotype threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s going to cause them to withdraw,” Chavis said. “We have to ensure that we are making that father feel like he has a place in that classroom.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tailor communication and outreach \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Chavis attended a meeting at his son’s school without his wife . He asked for extra resources to support his son, and when he followed up later, he was told the resources had been sent to his wife, despite him providing his contact information. Other dads who Chavis has worked with have had similar experiences where materials sent home were automatically addressed to a mom. A \u003c/span>\u003ca href=\"https://news.byu.edu/intellect/who-you-gonna-call-if-youre-a-school-principal-mom-before-dad-according-to-byu-study#:~:text=A%20study%20from%20BYU%2C%20Syracuse,contact%20information%20for%20both%20parents.&text=When%20a%20sick%20child%20needs,the%20call%2C%20Mom%20or%20Dad%3F\">\u003cspan style=\"font-weight: 400\">2023 study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that mothers were 1.4 times more likely to receive a call from their child’s school than fathers.\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\">“We have to take steps to ensure that dads are being seen and heard,” said Chavis. A simple solution is to send all school correspondence to both parents. Chavis noted that accurately communicating with a child’s caregivers can be harder with divorced parents or blended families because it’s challenging to avoid making assumptions about the family structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools can go further by tailoring some outreach directly to dads. For example, a class newsletter could include a section specifically for dads, or the school can have father-focused events and programs. During Chavis’s talk, a teacher from Baltimore shared one such activity from her school: one day early in the year, dads and male caregivers are invited to line the halls and welcome kids to school. Encouraging students to invite other male role models such as uncles, big brothers, mentors and pastors \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">makes this activity more inclusive for varied family structures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage pop culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Chavis, pop culture is rich with low stakes ways for dads to interact with their kids’ learning. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/26836195?seq=1\">\u003cspan style=\"font-weight: 400\">Many educators \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">have found that incorporating pop culture into academics increases student engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During Chavis’ session, an educator from Buffalo, New York, shared an idea called a “reverse gift card.” Parents are asked to write their interests, hobbies and skills — such as favorite TV shows, movies, sports or music — on a small card with their availability. Parents are called on to volunteer for specific activities according to their interests as their “gift” to the school. For example, if a dad says he’s a fan of superhero movies, he might be asked to chaperone a school visit to a museum exhibit on the history and impact of comic books. “It shows that we pay attention and we’re asking things instead of just blanket messages all the time,” said the educator. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pop culture can also offer a way for dads to connect with each other. \u003c/span>\u003cspan style=\"font-weight: 400\">Chavis mentioned an event for dads and their kids at a school in Bakersfield, California, where they broadcasted Monday Night Football and provided food. While s\u003c/span>\u003cspan style=\"font-weight: 400\">ports events can be a great way to bring dads together, connections can be formed around a range of interests. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chavis likened engaging fathers to a dance, with the school taking the lead. Schools will likely need to initiate changes to jumpstart dads’ engagement. “Let them know how important they are, how needed they are, how valued they are, and create that space where you begin to lift up the importance of dads being engaged,” Chavis said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "As 'Chronic Absenteeism' Soars in Schools, Most Parents Aren’t Sure What It Is",
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"content": "\u003cp>As the school year comes to a close, one problem is plaguing educators across the country: chronic absenteeism. In 2023, roughly 1 student out of 4 was chronically absent across the school year. The problem is aligned with historic drops in reading and math scores nationwide.\u003c/p>\n\u003cp>School districts have launched campaigns with text messages and home visits in efforts to get students back in class. Educators have long been aware that missing 15, 20 days a year, or more, creates serious learning setbacks and puts students at a greater risk of dropping out.\u003c/p>\n\u003cp>But parents – according to a new NPR/Ipsos poll – don’t yet see the urgency.\u003c/p>\n\u003cp>Only about a third of parents, our poll found, are able to properly define chronic absenteeism. Can you?\u003c/p>\n\u003cp>Students have to miss only 10% of the school year to be considered chronically absent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Experts aren’t surprised by the poll results: “In general, the public doesn’t understand what it is and why it matters,” says Cecelia Leong, a vice president at Attendance Works, an advocacy group that seeks to reduce chronic absenteeism. “Parents aren’t used to hearing about it.”\u003c/p>\n\u003cp>The issue really rose to the forefront during the pandemic, and since 2020 the number of chronically absent students has ballooned: “We went from 8 million students to over 14.6 million chronically absent,” Leong says.\u003c/p>\n\u003cp>She notes that absenteeism can creep up on parents: A student only has to miss two days of school a month to end up chronically absent, so parents often don’t see it happening.\u003c/p>\n\u003ch2>Parents are slow to grasp the urgency\u003c/h2>\n\u003cp>Even when parents see absenteeism as a problem, they don’t always see it as \u003cem>their\u003c/em> problem: According to the NPR/Ipsos poll, only 6% of parents surveyed identified their child as chronically absent – but the numbers nationwide show a disconnect.\u003c/p>\n\u003cp>“Prior to the pandemic … about 15% of students would meet the definition of chronic absenteeism. And that rate grew to nearly 30% in the 21/22 school year,” says Thomas Dee, an education professor at Stanford University.\u003c/p>\n\u003cp>“One very prominent explanation here that meets the evidence,” Dee says, “is that during the pandemic many children and parents simply began to see less value in regular school attendance.”\u003c/p>\n\u003cp>Scholars call it “norm erosion”: It essentially means students and parents fell out of the habit of school.\u003c/p>\n\u003ch2>How sick is too sick for school?\u003c/h2>\n\u003cp>Maritza Hernandez lives in Phoenix with her three children. Two are still in school – one is 7 and the other is 18. Her youngest struggles with bad allergies during parts of the year and, before the pandemic, that didn’t necessarily mean a sick day from school: “He could still go to school again with some Tylenol,” she recalls. “He’s good.”\u003c/p>\n\u003cp>But, after the pandemic, Hernandez adds, “I can’t send him to school because you might get somebody else sick. I don’t know if this is just allergies, or it might be worse.”\u003c/p>\n\u003cp>She’s a single mom and says that, with all the challenges of getting her children fed and off to school, and herself to work, there are many days when her kids are late. “I’m guilty, she says. “I’m one of those parents.”\u003c/p>\n\u003cp>Sometimes, she adds, when they’re too late, her kids are marked “absent.”\u003c/p>\n\u003cp>Hernandez calls the school or takes the time to go check them in at the office. But she says she’s normally waiting in a long line of parents to get a late pass – often making the kids even more tardy.\u003c/p>\n\u003cp>Nicole Wyglendowski says she gets it. She’s an elementary school teacher in Philadelphia.\u003c/p>\n\u003cp>“What I’m not going to do here today is parent-blame,” she says. “They have a lot of other issues that they’re facing.”\u003c/p>\n\u003cp>She thinks keeping kids home when they’re sick is the right thing, and it’s not anyone’s fault. Her students “are missing school because we live in an area with bad air quality, right? So their asthma acts up and they’re not sure if it’s their asthma or if it’s their allergies or if it’s COVID.”\u003c/p>\n\u003cp>She says that many factors: housing insecurity, transportation issues, having little siblings who need to stay home and receive care, can result in more students staying home.\u003c/p>\n\u003cp>The poll asked parents about all kinds of issues facing K-12 education. Only 5% of parents and the general population saw absenteeism as a top worry. Their highest priority? Preparing students for the future.\u003c/p>\n\u003cp>Mallory Newall, a vice president at Ipsos, sees potential there: “To prepare students adequately for the future, they need to be in the classroom. I think that could be a really effective and important linkage for parents that maybe parents in the public just aren’t making quite yet.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Experts say outreach and identifying the reasons keeping students out of the classroom is the best chance districts have of getting their students back.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003ch2>\u003cstrong>Transcript:\u003c/strong>\u003c/h2>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>One of the major issues this year in education has been the alarming number of students who have missed 15 days or more of school. Some states have seen chronic absenteeism soar to more than 40% of their students. Educators are sounding alarm bells, but parents, according to a new NPR/Ipsos poll, don’t see yet the urgency. NPR education reporter Sequoia Carrillo has the story.\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: When asked to define the term chronic absenteeism, only about 1 in 3 parents in our poll could pick the right definition. Cecelia Leong says she isn’t surprised.\u003c/p>\n\u003cp>CECELIA LEONG: It’s easy to hear the definition that chronic absence is missing 10% of the school year and not translate it into everyday reality.\u003c/p>\n\u003cp>CARRILLO: Leong is the vice president of programs at Attendance Works, a nonprofit that researches school attendance. She says absenteeism is sneaky. It creeps up on parents. A student only has to miss two days of school a month to end up chronically absent, so parents often don’t see it happening. In the years since 2020, the number has ballooned.\u003c/p>\n\u003cp>LEONG: We went from 8 million students to over 14.6 million chronically absent.\u003c/p>\n\u003cp>CARRILLO: Arizona, Alaska and Washington, D.C., have all seen absenteeism rates above 40% in recent years. The problem has aligned with historic drops in reading and math scores nationwide. Chronic absence has also long been a predictor of student dropout rates. Administrators are launching door-knocking or text campaigns in efforts to bring students back, but parents aren’t quite there yet, especially since the COVID shutdown.\u003c/p>\n\u003cp>MARITZA HERNANDEZ: Before the pandemic, like, the sniffles or his allergies or if he got sick, I’m like, he can still go to school. I gave him some Tylenol. He’s good.\u003c/p>\n\u003cp>CARRILLO: Maritza Hernandez lives in Phoenix with her three children. Two are still in school. One is 7, and the other is 18. Her youngest struggles with bad allergies during parts of the year.\u003c/p>\n\u003cp>HERNANDEZ: After the pandemic, I’m like, oh, no, I can’t send you to school ’cause you might get somebody else sick. I don’t know if this is just allergies, or it might be worse.\u003c/p>\n\u003cp>CARRILLO: She’s a single mom and says even when her kids are well, things just start to stack up in the morning.\u003c/p>\n\u003cp>HERNANDEZ: I’m guilty. I’m one of those parents that take my kids late mostly every day – every day – and sometimes, they’re marked absent.\u003c/p>\n\u003cp>CARRILLO: She calls the school or takes the time to go check them in at the office, but she’s normally waiting in a long line of parents to get a late pass, often making the kids even more tardy. Even when parents see absenteeism as a problem, they don’t always see it as their problem. According to the NPR/Ipsos poll, only 6% of parents surveyed identified their child as chronically absent, but the numbers nationwide show a disconnect.\u003c/p>\n\u003cp>THOMAS DEE: Prior to the pandemic, it was just under about 15% of students would meet the definition of chronic absenteeism, and that rate grew to nearly 30% in the 2021-22 school year.\u003c/p>\n\u003cp>CARRILLO: Thomas Dee is an education professor at Stanford University. He’s studied chronic absence after the pandemic and the resulting dip in test scores.\u003c/p>\n\u003cp>DEE: One very prominent explanation here that meets the evidence is that during the pandemic, many children and parents simply began to see less value in regular school attendance.\u003c/p>\n\u003cp>CARRILLO: Scholars call it norm erosion – essentially, students and parents fell out of the habit of school.\u003c/p>\n\u003cp>NICOLE WYGLENDOWSKI: What I’m not going to do here today is parent blame, right? They have a lot of other issues that they’re facing.\u003c/p>\n\u003cp>CARRILLO: Nicole Wyglendowski teaches elementary school in Philadelphia and knows that attendance is never a cut-and-dry issue.\u003c/p>\n\u003cp>WYGLENDOWSKI: My kids are missing school because we live in an area with bad air quality – right? – so their asthma acts up and they’re not sure if it’s their asthma or if it’s their allergies or if it’s COVID.\u003c/p>\n\u003cp>CARRILLO: She says that combined with things like housing insecurity, transportation issues, having little siblings who need to stay home and receive care, all result in more students staying home. Our poll asked parents about all kinds of issues facing K-12 education, and chronic absenteeism ranked last out of 12 topics, including bullying, gun violence, book bans and others. Only 5% of parents in the general population saw it as a top worry. Their highest priority? Preparing students for the future. Mallory Newall, a vice president at Ipsos, sees potential there.\u003c/p>\n\u003cp>MALLORY NEWALL: To prepare students adequately for the future, they need to be in the classroom. I think that could be a really effective and important linkage for parents that maybe parents in the public just aren’t making quite yet.\u003c/p>\n\u003cp>CARRILLO: Experts say outreach and identifying the reasons keeping students out of the classroom is the best chance districts have of getting their students back.\u003c/p>\n\u003cp>Sequoia Carrillo, NPR News.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the school year comes to a close, one problem is plaguing educators across the country: chronic absenteeism. In 2023, roughly 1 student out of 4 was chronically absent across the school year. The problem is aligned with historic drops in reading and math scores nationwide.\u003c/p>\n\u003cp>School districts have launched campaigns with text messages and home visits in efforts to get students back in class. Educators have long been aware that missing 15, 20 days a year, or more, creates serious learning setbacks and puts students at a greater risk of dropping out.\u003c/p>\n\u003cp>But parents – according to a new NPR/Ipsos poll – don’t yet see the urgency.\u003c/p>\n\u003cp>Only about a third of parents, our poll found, are able to properly define chronic absenteeism. Can you?\u003c/p>\n\u003cp>Students have to miss only 10% of the school year to be considered chronically absent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Experts aren’t surprised by the poll results: “In general, the public doesn’t understand what it is and why it matters,” says Cecelia Leong, a vice president at Attendance Works, an advocacy group that seeks to reduce chronic absenteeism. “Parents aren’t used to hearing about it.”\u003c/p>\n\u003cp>The issue really rose to the forefront during the pandemic, and since 2020 the number of chronically absent students has ballooned: “We went from 8 million students to over 14.6 million chronically absent,” Leong says.\u003c/p>\n\u003cp>She notes that absenteeism can creep up on parents: A student only has to miss two days of school a month to end up chronically absent, so parents often don’t see it happening.\u003c/p>\n\u003ch2>Parents are slow to grasp the urgency\u003c/h2>\n\u003cp>Even when parents see absenteeism as a problem, they don’t always see it as \u003cem>their\u003c/em> problem: According to the NPR/Ipsos poll, only 6% of parents surveyed identified their child as chronically absent – but the numbers nationwide show a disconnect.\u003c/p>\n\u003cp>“Prior to the pandemic … about 15% of students would meet the definition of chronic absenteeism. And that rate grew to nearly 30% in the 21/22 school year,” says Thomas Dee, an education professor at Stanford University.\u003c/p>\n\u003cp>“One very prominent explanation here that meets the evidence,” Dee says, “is that during the pandemic many children and parents simply began to see less value in regular school attendance.”\u003c/p>\n\u003cp>Scholars call it “norm erosion”: It essentially means students and parents fell out of the habit of school.\u003c/p>\n\u003ch2>How sick is too sick for school?\u003c/h2>\n\u003cp>Maritza Hernandez lives in Phoenix with her three children. Two are still in school – one is 7 and the other is 18. Her youngest struggles with bad allergies during parts of the year and, before the pandemic, that didn’t necessarily mean a sick day from school: “He could still go to school again with some Tylenol,” she recalls. “He’s good.”\u003c/p>\n\u003cp>But, after the pandemic, Hernandez adds, “I can’t send him to school because you might get somebody else sick. I don’t know if this is just allergies, or it might be worse.”\u003c/p>\n\u003cp>She’s a single mom and says that, with all the challenges of getting her children fed and off to school, and herself to work, there are many days when her kids are late. “I’m guilty, she says. “I’m one of those parents.”\u003c/p>\n\u003cp>Sometimes, she adds, when they’re too late, her kids are marked “absent.”\u003c/p>\n\u003cp>Hernandez calls the school or takes the time to go check them in at the office. But she says she’s normally waiting in a long line of parents to get a late pass – often making the kids even more tardy.\u003c/p>\n\u003cp>Nicole Wyglendowski says she gets it. She’s an elementary school teacher in Philadelphia.\u003c/p>\n\u003cp>“What I’m not going to do here today is parent-blame,” she says. “They have a lot of other issues that they’re facing.”\u003c/p>\n\u003cp>She thinks keeping kids home when they’re sick is the right thing, and it’s not anyone’s fault. Her students “are missing school because we live in an area with bad air quality, right? So their asthma acts up and they’re not sure if it’s their asthma or if it’s their allergies or if it’s COVID.”\u003c/p>\n\u003cp>She says that many factors: housing insecurity, transportation issues, having little siblings who need to stay home and receive care, can result in more students staying home.\u003c/p>\n\u003cp>The poll asked parents about all kinds of issues facing K-12 education. Only 5% of parents and the general population saw absenteeism as a top worry. Their highest priority? Preparing students for the future.\u003c/p>\n\u003cp>Mallory Newall, a vice president at Ipsos, sees potential there: “To prepare students adequately for the future, they need to be in the classroom. I think that could be a really effective and important linkage for parents that maybe parents in the public just aren’t making quite yet.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Experts say outreach and identifying the reasons keeping students out of the classroom is the best chance districts have of getting their students back.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003ch2>\u003cstrong>Transcript:\u003c/strong>\u003c/h2>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>One of the major issues this year in education has been the alarming number of students who have missed 15 days or more of school. Some states have seen chronic absenteeism soar to more than 40% of their students. Educators are sounding alarm bells, but parents, according to a new NPR/Ipsos poll, don’t see yet the urgency. NPR education reporter Sequoia Carrillo has the story.\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: When asked to define the term chronic absenteeism, only about 1 in 3 parents in our poll could pick the right definition. Cecelia Leong says she isn’t surprised.\u003c/p>\n\u003cp>CECELIA LEONG: It’s easy to hear the definition that chronic absence is missing 10% of the school year and not translate it into everyday reality.\u003c/p>\n\u003cp>CARRILLO: Leong is the vice president of programs at Attendance Works, a nonprofit that researches school attendance. She says absenteeism is sneaky. It creeps up on parents. A student only has to miss two days of school a month to end up chronically absent, so parents often don’t see it happening. In the years since 2020, the number has ballooned.\u003c/p>\n\u003cp>LEONG: We went from 8 million students to over 14.6 million chronically absent.\u003c/p>\n\u003cp>CARRILLO: Arizona, Alaska and Washington, D.C., have all seen absenteeism rates above 40% in recent years. The problem has aligned with historic drops in reading and math scores nationwide. Chronic absence has also long been a predictor of student dropout rates. Administrators are launching door-knocking or text campaigns in efforts to bring students back, but parents aren’t quite there yet, especially since the COVID shutdown.\u003c/p>\n\u003cp>MARITZA HERNANDEZ: Before the pandemic, like, the sniffles or his allergies or if he got sick, I’m like, he can still go to school. I gave him some Tylenol. He’s good.\u003c/p>\n\u003cp>CARRILLO: Maritza Hernandez lives in Phoenix with her three children. Two are still in school. One is 7, and the other is 18. Her youngest struggles with bad allergies during parts of the year.\u003c/p>\n\u003cp>HERNANDEZ: After the pandemic, I’m like, oh, no, I can’t send you to school ’cause you might get somebody else sick. I don’t know if this is just allergies, or it might be worse.\u003c/p>\n\u003cp>CARRILLO: She’s a single mom and says even when her kids are well, things just start to stack up in the morning.\u003c/p>\n\u003cp>HERNANDEZ: I’m guilty. I’m one of those parents that take my kids late mostly every day – every day – and sometimes, they’re marked absent.\u003c/p>\n\u003cp>CARRILLO: She calls the school or takes the time to go check them in at the office, but she’s normally waiting in a long line of parents to get a late pass, often making the kids even more tardy. Even when parents see absenteeism as a problem, they don’t always see it as their problem. According to the NPR/Ipsos poll, only 6% of parents surveyed identified their child as chronically absent, but the numbers nationwide show a disconnect.\u003c/p>\n\u003cp>THOMAS DEE: Prior to the pandemic, it was just under about 15% of students would meet the definition of chronic absenteeism, and that rate grew to nearly 30% in the 2021-22 school year.\u003c/p>\n\u003cp>CARRILLO: Thomas Dee is an education professor at Stanford University. He’s studied chronic absence after the pandemic and the resulting dip in test scores.\u003c/p>\n\u003cp>DEE: One very prominent explanation here that meets the evidence is that during the pandemic, many children and parents simply began to see less value in regular school attendance.\u003c/p>\n\u003cp>CARRILLO: Scholars call it norm erosion – essentially, students and parents fell out of the habit of school.\u003c/p>\n\u003cp>NICOLE WYGLENDOWSKI: What I’m not going to do here today is parent blame, right? They have a lot of other issues that they’re facing.\u003c/p>\n\u003cp>CARRILLO: Nicole Wyglendowski teaches elementary school in Philadelphia and knows that attendance is never a cut-and-dry issue.\u003c/p>\n\u003cp>WYGLENDOWSKI: My kids are missing school because we live in an area with bad air quality – right? – so their asthma acts up and they’re not sure if it’s their asthma or if it’s their allergies or if it’s COVID.\u003c/p>\n\u003cp>CARRILLO: She says that combined with things like housing insecurity, transportation issues, having little siblings who need to stay home and receive care, all result in more students staying home. Our poll asked parents about all kinds of issues facing K-12 education, and chronic absenteeism ranked last out of 12 topics, including bullying, gun violence, book bans and others. Only 5% of parents in the general population saw it as a top worry. Their highest priority? Preparing students for the future. Mallory Newall, a vice president at Ipsos, sees potential there.\u003c/p>\n\u003cp>MALLORY NEWALL: To prepare students adequately for the future, they need to be in the classroom. I think that could be a really effective and important linkage for parents that maybe parents in the public just aren’t making quite yet.\u003c/p>\n\u003cp>CARRILLO: Experts say outreach and identifying the reasons keeping students out of the classroom is the best chance districts have of getting their students back.\u003c/p>\n\u003cp>Sequoia Carrillo, NPR News.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "How Schools Can Better Support Teachers of Newcomer Students",
"headTitle": "How Schools Can Better Support Teachers of Newcomer Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Every year, K-12 schools across the country welcome hundreds of thousands of \u003c/span>\u003ca href=\"https://www.cde.ca.gov/sp/el/er/newcomerstudnts.asp#:~:text=Provides%20information%20and%20resources%20to,arrived%20in%20the%20United%20States.\">\u003cspan style=\"font-weight: 400\">newcomers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – foreign-born students who have migrated, are seeking asylum, are refugees, are undocumented or are unaccompanied – into their classrooms. Among the multitude of challenges that these students face is \u003c/span>\u003ca href=\"https://www.wbur.org/npr/1199099781/thousands-of-migrant-kids-are-starting-school-in-nyc-is-the-system-prepared\">\u003cspan style=\"font-weight: 400\">entering a completely new education system\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, often in a language that is unfamiliar. But \u003c/span>\u003ca href=\"https://www.chalkbeat.org/newyork/2024/02/05/nyc-schools-need-more-social-workers-amid-migrant-mental-health-crisis/\">\u003cspan style=\"font-weight: 400\">the strain is also felt by teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both in general education and English language acquisition classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcomer students in today’s global context present “nuances that make it particularly important for the educators to have support to be able to serve these children and their families in the best way possible,” said Luisiana Melendez, a clinical professor at the Erikson Institute in Chicago. From his own teaching experience, Sam Finn, who is currently director of Newcomer Policy and Practice at \u003c/span>\u003ca href=\"https://californianstogether.org/\">\u003cspan style=\"font-weight: 400\">Californians Together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that \u003ca href=\"https://www.kqed.org/mindshift/61254/what-we-do-and-dont-know-about-teacher-shortages-and-what-can-be-done-about-them\">burnout\u003c/a> happens when educators are forced to overextend their time in the classroom to \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">accommodate newcomers\u003c/a> in a system that does not prioritize those students. According to Melendez, “Educators are at the center of what can be done, but they need the support and the connections and the ability to network because they \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">can’t do it alone\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers with newcomer students in their classroom need to receive proper professional support in order to effectively welcome these students. Although English language acquisition has traditionally been the data marker for newcomer student success, \u003ca href=\"https://www.jessicalander.com/about-jessica\">Jessica Lander\u003c/a>, a high school teacher and author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/710947/making-americans-by-jessica-lander/\">Making Americans\u003c/a>,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants to see the definition of newcomers’ academic success broaden. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Melendez, Lander and Finn, developing school-wide intake systems and creating support networks for educators are two ways schools can support teachers so they can support newcomer students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Expanding the definition of newcomer students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, a newcomer student has been defined as any immigrant who has arrived in the U.S. educational system without a working knowledge of English, according to Melendez. Today that may mean a child or teenager who has refugee status or has recently arrived in the United States and been transported to a \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/18799/explainer-what-are-sanctuary-cities\">\u003cspan style=\"font-weight: 400\">sanctuary city\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Melendez explained. These students may or may not know English, but they have “probably experienced quite a lot of trauma,” and are adjusting to “a new educational system, a new learning system, a new language,” she continued.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lander said defining newcomer students primarily in relation to language acquisition tends to promote a deficit approach to the student’s capacity to learn and contribute, “and our kids internalize that.” Teachers can also internalize deficit frameworks and lower their expectations for these students. “I see, too often, the equating of English acquisition with intelligence,” said Lander. “How do we reframe how we’re thinking about our kids in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">a strength-based model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [and center] those things they bring versus those things they lack?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finn, who previously taught elementary grades in Oakland, most school districts do not collect data specifically about newcomer students beyond their inclusion in English learner data. “On the most basic level, many districts are not really able to serve their newcomers because they don’t even identify them as a specific group,” Finn said. Making sure that educators are familiar with the data collection systems and definitions in their schools and districts is one way to draw attention to the population of newcomers, he added.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Creating school-wide intake systems\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School districts don’t have a standardized approach to intake and introduction for newcomer students beyond the first few hours at school, according to Lander. In her classroom, classmates often step into an informal mentoring role by giving newer students a building tour, accompanying them to lunch, or explaining school procedures in a more familiar language. “One of the many strengths that I see my students bring to our classrooms is their generosity and their deep commitment to each other,” Lander said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But individual students and educators shouldn’t be left to create comprehensive systems of intake for newcomer students. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Making Americans, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Lander highlighted a school with a more in-depth welcome process. At The International High School at Langley Park, Maryland, a school designed for immigrant-origin students, intake forms asks questions beyond the basics, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are some of your most positive and negative memories from school?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you like to do in the afternoon?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools create intentional systems for intake and orientation of newcomer students, it lightens the individual load on students and teachers, Lander said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating support networks for educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcomers “need time to, feel secure, feel safe, [and] develop a relationship with their educators and with their peers,” said Melendez. In order to \u003ca href=\"https://www.kqed.org/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education\">welcome newcomer students\u003c/a> adequately, educators need to be supported in understanding the educational and social-emotional context that their newcomer students are coming from. Personnel like social workers, counselors and educators that assist with one-on-one learning can help teachers navigate curricular and cultural differences for their newcomer students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proactive support for educators also can consist of professional development and informational sessions with local advocacy organizations where educators are allowed time to have their questions answered, Melendez said. According to Finn, the services needed to support vulnerable newcomer students are often beyond the capacity of teachers and schools to support. One way schools and districts can alleviate the overwhelm placed on individual educators is to work with community-based organizations, like \u003c/span>\u003ca href=\"https://www.reftrans.org/\">\u003cspan style=\"font-weight: 400\">Refugee and Immigrant Transitions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that are dedicated to supporting these families. Finn also recommended that administrators and educators look to the \u003c/span>\u003ca href=\"https://ncela.ed.gov/educator-support/toolkits/newcomer-toolkit\">\u003cspan style=\"font-weight: 400\">U.S. Department of Education’s Newcomer Toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which provides professional learning and development resources, and the \u003ca href=\"https://www.calnew.net/home\">California Newcomer Network\u003c/a>, which hosts webinars focused on education practice\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While visiting classrooms that center newcomer students across the country, Lander noticed a lack of connection between individual schools, districts, educators and organizations. One educator featured in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Making Americans\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Mayra Hayes, director of English Learners in Guilford County Schools in North Carolina, provided an example of how to counter that pattern. Hayes developed a district-wide educator support network\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">As part of her programming, she created a network of English learner educators and general education teachers who might be looking for more support when it comes to their immigrant-origin students. Hayes also developed a newsletter highlighting and distributing new lessons and classroom strategies for teachers across the district. According to Lander, after these efforts, the district saw a drastic transformation of reading expectations for newcomer students, as well as improvements to district-wide test score outcomes.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lander it is powerful to see other educator’s ideas and classrooms. As she returned to her own classroom after her book research, she was inspired to implement many of the strategies that she saw in practice across the country. “I revamped and reimagined and rethought so much of my curriculum,” she said. That kind of idea-sharing and connection could benefit all educators as they work to support newcomer students.\u003c/span>\u003c/p>\n\n",
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"headline": "How Schools Can Better Support Teachers of Newcomer Students",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every year, K-12 schools across the country welcome hundreds of thousands of \u003c/span>\u003ca href=\"https://www.cde.ca.gov/sp/el/er/newcomerstudnts.asp#:~:text=Provides%20information%20and%20resources%20to,arrived%20in%20the%20United%20States.\">\u003cspan style=\"font-weight: 400\">newcomers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – foreign-born students who have migrated, are seeking asylum, are refugees, are undocumented or are unaccompanied – into their classrooms. Among the multitude of challenges that these students face is \u003c/span>\u003ca href=\"https://www.wbur.org/npr/1199099781/thousands-of-migrant-kids-are-starting-school-in-nyc-is-the-system-prepared\">\u003cspan style=\"font-weight: 400\">entering a completely new education system\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, often in a language that is unfamiliar. But \u003c/span>\u003ca href=\"https://www.chalkbeat.org/newyork/2024/02/05/nyc-schools-need-more-social-workers-amid-migrant-mental-health-crisis/\">\u003cspan style=\"font-weight: 400\">the strain is also felt by teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both in general education and English language acquisition classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcomer students in today’s global context present “nuances that make it particularly important for the educators to have support to be able to serve these children and their families in the best way possible,” said Luisiana Melendez, a clinical professor at the Erikson Institute in Chicago. From his own teaching experience, Sam Finn, who is currently director of Newcomer Policy and Practice at \u003c/span>\u003ca href=\"https://californianstogether.org/\">\u003cspan style=\"font-weight: 400\">Californians Together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that \u003ca href=\"https://www.kqed.org/mindshift/61254/what-we-do-and-dont-know-about-teacher-shortages-and-what-can-be-done-about-them\">burnout\u003c/a> happens when educators are forced to overextend their time in the classroom to \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">accommodate newcomers\u003c/a> in a system that does not prioritize those students. According to Melendez, “Educators are at the center of what can be done, but they need the support and the connections and the ability to network because they \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">can’t do it alone\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers with newcomer students in their classroom need to receive proper professional support in order to effectively welcome these students. Although English language acquisition has traditionally been the data marker for newcomer student success, \u003ca href=\"https://www.jessicalander.com/about-jessica\">Jessica Lander\u003c/a>, a high school teacher and author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/710947/making-americans-by-jessica-lander/\">Making Americans\u003c/a>,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants to see the definition of newcomers’ academic success broaden. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Melendez, Lander and Finn, developing school-wide intake systems and creating support networks for educators are two ways schools can support teachers so they can support newcomer students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Expanding the definition of newcomer students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, a newcomer student has been defined as any immigrant who has arrived in the U.S. educational system without a working knowledge of English, according to Melendez. Today that may mean a child or teenager who has refugee status or has recently arrived in the United States and been transported to a \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/18799/explainer-what-are-sanctuary-cities\">\u003cspan style=\"font-weight: 400\">sanctuary city\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Melendez explained. These students may or may not know English, but they have “probably experienced quite a lot of trauma,” and are adjusting to “a new educational system, a new learning system, a new language,” she continued.\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\">Lander said defining newcomer students primarily in relation to language acquisition tends to promote a deficit approach to the student’s capacity to learn and contribute, “and our kids internalize that.” Teachers can also internalize deficit frameworks and lower their expectations for these students. “I see, too often, the equating of English acquisition with intelligence,” said Lander. “How do we reframe how we’re thinking about our kids in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">a strength-based model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> [and center] those things they bring versus those things they lack?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finn, who previously taught elementary grades in Oakland, most school districts do not collect data specifically about newcomer students beyond their inclusion in English learner data. “On the most basic level, many districts are not really able to serve their newcomers because they don’t even identify them as a specific group,” Finn said. Making sure that educators are familiar with the data collection systems and definitions in their schools and districts is one way to draw attention to the population of newcomers, he added.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Creating school-wide intake systems\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School districts don’t have a standardized approach to intake and introduction for newcomer students beyond the first few hours at school, according to Lander. In her classroom, classmates often step into an informal mentoring role by giving newer students a building tour, accompanying them to lunch, or explaining school procedures in a more familiar language. “One of the many strengths that I see my students bring to our classrooms is their generosity and their deep commitment to each other,” Lander said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But individual students and educators shouldn’t be left to create comprehensive systems of intake for newcomer students. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Making Americans, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Lander highlighted a school with a more in-depth welcome process. At The International High School at Langley Park, Maryland, a school designed for immigrant-origin students, intake forms asks questions beyond the basics, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are some of your most positive and negative memories from school?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you like to do in the afternoon?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools create intentional systems for intake and orientation of newcomer students, it lightens the individual load on students and teachers, Lander said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating support networks for educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcomers “need time to, feel secure, feel safe, [and] develop a relationship with their educators and with their peers,” said Melendez. In order to \u003ca href=\"https://www.kqed.org/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education\">welcome newcomer students\u003c/a> adequately, educators need to be supported in understanding the educational and social-emotional context that their newcomer students are coming from. Personnel like social workers, counselors and educators that assist with one-on-one learning can help teachers navigate curricular and cultural differences for their newcomer students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proactive support for educators also can consist of professional development and informational sessions with local advocacy organizations where educators are allowed time to have their questions answered, Melendez said. According to Finn, the services needed to support vulnerable newcomer students are often beyond the capacity of teachers and schools to support. One way schools and districts can alleviate the overwhelm placed on individual educators is to work with community-based organizations, like \u003c/span>\u003ca href=\"https://www.reftrans.org/\">\u003cspan style=\"font-weight: 400\">Refugee and Immigrant Transitions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that are dedicated to supporting these families. Finn also recommended that administrators and educators look to the \u003c/span>\u003ca href=\"https://ncela.ed.gov/educator-support/toolkits/newcomer-toolkit\">\u003cspan style=\"font-weight: 400\">U.S. Department of Education’s Newcomer Toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which provides professional learning and development resources, and the \u003ca href=\"https://www.calnew.net/home\">California Newcomer Network\u003c/a>, which hosts webinars focused on education practice\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While visiting classrooms that center newcomer students across the country, Lander noticed a lack of connection between individual schools, districts, educators and organizations. One educator featured in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Making Americans\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Mayra Hayes, director of English Learners in Guilford County Schools in North Carolina, provided an example of how to counter that pattern. Hayes developed a district-wide educator support network\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">As part of her programming, she created a network of English learner educators and general education teachers who might be looking for more support when it comes to their immigrant-origin students. Hayes also developed a newsletter highlighting and distributing new lessons and classroom strategies for teachers across the district. According to Lander, after these efforts, the district saw a drastic transformation of reading expectations for newcomer students, as well as improvements to district-wide test score outcomes.\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\">For Lander it is powerful to see other educator’s ideas and classrooms. As she returned to her own classroom after her book research, she was inspired to implement many of the strategies that she saw in practice across the country. “I revamped and reimagined and rethought so much of my curriculum,” she said. That kind of idea-sharing and connection could benefit all educators as they work to support newcomer students.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend",
"headTitle": "Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\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/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\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 the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\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/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\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 the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How",
"headTitle": "Indiana Lawmakers Ban Cellphones in Class. Now It’s Up to Schools to Figure Out How | KQED",
"content": "\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Celeste Gravatt first heard about a data breach in her kids’ school system in February 2023, it sounded innocuous.\u003c/p>\n\u003cp>“I didn’t really think anything of it at first,” Gravatt says.\u003c/p>\n\u003cp>Officials at Minneapolis Public Schools called it a “system incident,” then “technical difficulties,” and finally, “an encryption event.”\u003c/p>\n\u003cp>Gravatt has two children who have already graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">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=Hackers+are+targeting+a+surprising+group+of+people%3A+young+public+school+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Celeste Gravatt first heard about a data breach in her kids’ school system in February 2023, it sounded innocuous.\u003c/p>\n\u003cp>“I didn’t really think anything of it at first,” Gravatt says.\u003c/p>\n\u003cp>Officials at Minneapolis Public Schools called it a “system incident,” then “technical difficulties,” and finally, “an encryption event.”\u003c/p>\n\u003cp>Gravatt has two children who have already graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education",
"headTitle": "How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \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\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Free child care exists in America — if you cross paths with the right philanthropist",
"headTitle": "Free child care exists in America — if you cross paths with the right philanthropist | KQED",
"content": "\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n",
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"excerpt": "In a country with exorbitantly priced child care, philanthropic efforts such as the Catherine Hershey Schools for Early Learning offer an opportunity to see the effect that free or heavily subsidized high-quality child care could have.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \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 early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education",
"headTitle": "Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\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\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"meta": {
"site": "radio",
"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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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",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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