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"content": "\u003cp>A prominent professor of special education is about to ignite a fierce debate over a tenet of his field, that students with disabilities should be educated as much as possible alongside their peers in general education classrooms, a strategy known as inclusion.\u003c/p>\n\u003cp>In a paper that reviews more than 50 years of research, Douglas Fuchs of Vanderbilt University and the American Institutes for Research along with two colleagues at both institutions, argues that the academic benefits of including students with disabilities in general education classrooms are not settled science despite the fact that numerous studies have found that children with disabilities learn more that way. Fuchs said the paper is slated to be published this spring in the Journal of Learning Disabilities and he expects it to be made public online sooner.\u003c/p>\n\u003cp>“We’re not saying that the evidence indicates full inclusion cannot work,” said Fuchs. “We’re saying that the evidence in terms of where to place these children is extremely weak, is fundamentally flawed, and no conclusions can be drawn from the evidence.”\u003c/p>\n\u003cp>Fuchs also notes that there is a growing body of high quality research on how to teach children with disabilities or who are at risk of being diagnosed with a disability. These studies are randomized control trials of interventions that require hours of intense, specialized instruction. For many, if not most students with disabilities, Fuchs argues, a separate setting, such as a separate classroom or even a separate school, might be the best way to get the instruction they need.\u003c/p>\n\u003cp>“Some number of kids with disabilities can and should be in general classrooms,” Fuchs said. “It’s manifestly obvious that they’re doing reasonably well. They should stay there. But for a majority, they need intensive instruction, and we know how to provide intensive instruction. The evidence is, I dare say, overwhelming.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fuchs’ view challenges \u003ca href=\"https://www.abtglobal.com/insights/publications/report/summary-of-the-evidence-on-inclusive-education\">hundreds of studies\u003c/a> that have consistently found that inclusive educational settings have substantial benefits for the cognitive and social development of children with disabilities. That research has been instrumental in persuading lawmakers to increase funding to help schools accommodate students with disabilities, in some cases hiring extra special education teachers for every class. Roughly \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\">15 percen\u003c/a>t of U.S. public school students have been diagnosed with a disability and receive services, according to the most recent data, so this debate over special education placement affects not only the academic prospects of students with disabilities but also the cost and structure of the whole educational system.\u003c/p>\n\u003cp>The paper, “Reframing the Most Important Special Education Policy Debate in Fifty Years: \u003cem>How\u003c/em> versus \u003cem>Where\u003c/em> to Educate Students with Disabilities in America’s Schools,” was co-authored by Allison Gilmour, a researcher of special education at the American Institutes for Research, and Jeanne Wanzek, a professor of special education at Vanderbilt. Fuchs provided me with a pre-publication draft and gave me permission to discuss it with other experts.\u003c/p>\n\u003cp>The core of Fuchs’ critique is that previous researchers failed to distinguish between students with disabilities who are sent to separate special education classrooms and students with disabilities who are included in general education classrooms. They are fundamentally different. Children who are placed in separate settings for a significant part or most of the day tend to have more severe disabilities and academic struggles. It should be no surprise to anyone that higher achieving students with milder disabilities end up with higher test scores than students who initially had lower test scores and more severe disabilities. That isn’t proof that a child with a disability learns more in a general education classroom. Ideally, from a research perspective, you’d want to randomly assign students with disabilities to both types of classrooms and see where they learn more. But that’s unethical, and impractical.\u003c/p>\n\u003cp>Researchers call this problem “selection bias” and they have tried to overcome it with statistical techniques. For example, they have compared students with disabilities who have similar demographic characteristics, such as the same race or ethnicity, similar family income and the same type of disability. Inclusion still comes out on top. However, Fuchs points out that many of these studies have still failed to account for the two most important factors: how the student was doing academically before the disability was diagnosed and the severity of the disability.\u003c/p>\n\u003cp>Beginning in the late 1980s, the federal government started to collect data on these two important, confounding factors – academic achievement before diagnosis and disability severity – so that policymakers could see how well students were faring under the 1975 federal law that mandates support for educating students with disabilities. Fuchs and his co-authors reviewed a \u003ca href=\"https://eric.ed.gov/?id=ED341228\">1991 analysis\u003c/a> of this data, called the \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154014\">National Longitudinal Transition Study\u003c/a>, and noted that it initially reported that high school students with disabilities learned more when they learned alongside their general education peers. But the appendix of \u003ca href=\"https://eric.ed.gov/?id=ED341228\">the report\u003c/a> disclosed that the advantage for special education inclusion disappeared when the academic gains were adjusted for prior academic achievement and measures of the students’ functional skills. Fuchs said there were no differences in outcomes between the two settings when researchers compared students who started with the same test scores and had the same disability severity.\u003c/p>\n\u003cp>Some recent studies with statistical sophistication still show that inclusion prevails. For example, in two studies of Indiana students with disabilities published in \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">2021\u003c/a> and \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/00224669221097945\">2023\u003c/a>, researchers found that the more time that students spent in an inclusive setting, the better they did. However, Fuchs and his co-authors pointed out that more than half the students were thrown out of the 2021 study because of missing data and research design. They say the studies compared only the two extremes of students who spent 80 percent of the time or more in general education versus 80 percent of the time or more in separate classrooms, which was a very small group of students (only 75 in math and 63 in English language arts). Even with statistical adjustments for prior academic achievement, it’s hard to equate these two groups. Fuchs and his co-authors concluded that the validity of the two studies is “problematic.”\u003c/p>\n\u003cp>This is not the first time Fuchs has questioned the gospel that inclusion is best. In an \u003ca href=\"https://www.proquest.com/openview/268f2c637914690295517745d468e5f2/1?pq-origsite=gscholar&cbl=41842\">article published 30 years ago\u003c/a>, Fuchs criticized the wisdom of always educating children with disabilities in the general education classroom. In 2023, Fuchs published \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/10442073221097713\">a study\u003c/a> showing that even states with the highest rates of special education inclusion did not have consistently improving test scores for children with disabilities. Scores declined in some states.\u003c/p>\n\u003cp>Fuchs and his colleagues’ sharp critique of the strength of the evidence for inclusion is controversial, but they are not alone. In December 2022, the Campbell Collaboration, a widely respected international nonprofit organization that reviews research evidence for public policy purposes, also concluded that the benefits for inclusion were \u003ca href=\"https://www.campbellcollaboration.org/review/inclusion-children-with-special-educational-needs/\">inconsistent and inconclusive\u003c/a>. The Campbell reviewers threw out 99 percent of the 2,000 studies they found because of poor quality and research design, for reasons similar to those Fuchs describes. Only 15 studies survived. They found that math and reading scores, along with psychological, emotional and behavioral measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms. Advocates for children with disabilities disputed the findings.\u003c/p>\n\u003cp>Lynn Newman, a researcher at SRI, a California-based research organization, has worked on multi-year studies of students with disabilities for the federal government. She said Fuchs’ paper makes some good points, but she said his argument also has some “holes” because it excludes some well-designed studies of more recent data, in which inclusion appears to be beneficial, especially among high-school students with disabilities.\u003c/p>\n\u003cp>Newman explained to me that there was very little support for students with disabilities in general education classrooms in the 1980s and 1990s. Inclusion has since improved, she said. She cited four studies (\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654315583135\">one\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/2165143415588047\">two\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2165143420959793\">three\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0885728809346960\">four\u003c/a>), published between 2009 and 2021, showing that students fared better with inclusion.\u003c/p>\n\u003cp>I showed this research to Fuchs, who agreed that the methodology and quality were good, but he noted that these studies didn’t analyze whether students were learning more in one place than another. Instead, the studies focused on other outcomes like employment after high school. “The articles Newman identified are barking up a different tree,” he said by email.\u003c/p>\n\u003cp>Fuchs is concentrating on academic outcomes. He admits there may be other psychological or social benefits to learning alongside peers in general education classes. He did not study those. But those benefits could be even more important to parents, and to lifetime success. (Fuchs also did not review the evidence of how students without disabilities are affected by peers with disabilities in their classrooms. That is a different \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1747938X17300131\">body of research\u003c/a>.)\u003c/p>\n\u003cp>Measuring academic outcomes for students with disabilities is difficult. Students with disabilities are more likely to fail a general education class. Grades between the two settings – special education and general education – cannot be directly compared. Test scores are often lacking, especially before and after changes in special education placements.\u003c/p>\n\u003cp>Other scholars I talked to said Fuchs lumped all disabilities together. Two specialists in children with the most severe disabilities who need extensive support showed me recent \u003ca href=\"https://meridian.allenpress.com/ajidd/article-abstract/129/5/405/502855/Impact-of-Educational-Placement-on-the-Goal?redirectedFrom=fulltext\">studies\u003c/a> that point to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1540796920943469\">superior learning\u003c/a> when these students are included in the general classroom, even though they rarely are. However, those students represent only 1 percent of the student population with disabilities.\u003c/p>\n\u003cp>In many ways, this debate shows how science responds to changing conditions. Decades ago, there weren’t many ways to help children with disabilities. Today there is a growing body of research about the best ways to teach children, especially young elementary school children, who are having difficulties with reading and math. Some of these interventions require daily instruction away from the general education classroom.\u003c/p>\n\u003cp>Fuchs doesn’t think his argument will lead to segregating all children with disabilities in self-contained classrooms. He envisions schools where students would be pulled out of the general education classroom on a daily basis to receive the reading and math instruction they need in a separate classroom. Some children with mild dyslexia, he said, might need only an hour a day of intensive reading instruction. Meanwhile some high-functioning children with Down syndrome might be able to remain in the regular general education class during reading time.\u003c/p>\n\u003cp>And just as the quality of separate, special education may be evolving, so too is the quality of inclusion in a general education classroom. Schools are getting better at supporting and accommodating students with disabilities. Clearly, a good version of inclusion will outperform a bad version of a separate classroom. And a good version of intense, specialized instruction will outperform a bad version of an inclusive classroom where the general education teacher is \u003ca href=\"https://hechingerreport.org/teacher-preparation-failing-students-disabilities/\">overwhelmed and lacks training\u003c/a>. Too often, students aren’t getting the support they need.\u003c/p>\n\u003cp>School leaders are in a tough spot when they have to decide whether to invest in improving the general classroom to accommodate everyone or to create and refine interventions that happen outside of the classroom. And at the moment, research can’t really tell them what works best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-special-education-inclusion-research-flawed/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"title": "Top Scholar Says Evidence for Special Education Inclusion is ‘Fundamentally Flawed’ | KQED",
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"headline": "Top Scholar Says Evidence for Special Education Inclusion is ‘Fundamentally Flawed’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A prominent professor of special education is about to ignite a fierce debate over a tenet of his field, that students with disabilities should be educated as much as possible alongside their peers in general education classrooms, a strategy known as inclusion.\u003c/p>\n\u003cp>In a paper that reviews more than 50 years of research, Douglas Fuchs of Vanderbilt University and the American Institutes for Research along with two colleagues at both institutions, argues that the academic benefits of including students with disabilities in general education classrooms are not settled science despite the fact that numerous studies have found that children with disabilities learn more that way. Fuchs said the paper is slated to be published this spring in the Journal of Learning Disabilities and he expects it to be made public online sooner.\u003c/p>\n\u003cp>“We’re not saying that the evidence indicates full inclusion cannot work,” said Fuchs. “We’re saying that the evidence in terms of where to place these children is extremely weak, is fundamentally flawed, and no conclusions can be drawn from the evidence.”\u003c/p>\n\u003cp>Fuchs also notes that there is a growing body of high quality research on how to teach children with disabilities or who are at risk of being diagnosed with a disability. These studies are randomized control trials of interventions that require hours of intense, specialized instruction. For many, if not most students with disabilities, Fuchs argues, a separate setting, such as a separate classroom or even a separate school, might be the best way to get the instruction they need.\u003c/p>\n\u003cp>“Some number of kids with disabilities can and should be in general classrooms,” Fuchs said. “It’s manifestly obvious that they’re doing reasonably well. They should stay there. But for a majority, they need intensive instruction, and we know how to provide intensive instruction. The evidence is, I dare say, overwhelming.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fuchs’ view challenges \u003ca href=\"https://www.abtglobal.com/insights/publications/report/summary-of-the-evidence-on-inclusive-education\">hundreds of studies\u003c/a> that have consistently found that inclusive educational settings have substantial benefits for the cognitive and social development of children with disabilities. That research has been instrumental in persuading lawmakers to increase funding to help schools accommodate students with disabilities, in some cases hiring extra special education teachers for every class. Roughly \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\">15 percen\u003c/a>t of U.S. public school students have been diagnosed with a disability and receive services, according to the most recent data, so this debate over special education placement affects not only the academic prospects of students with disabilities but also the cost and structure of the whole educational system.\u003c/p>\n\u003cp>The paper, “Reframing the Most Important Special Education Policy Debate in Fifty Years: \u003cem>How\u003c/em> versus \u003cem>Where\u003c/em> to Educate Students with Disabilities in America’s Schools,” was co-authored by Allison Gilmour, a researcher of special education at the American Institutes for Research, and Jeanne Wanzek, a professor of special education at Vanderbilt. Fuchs provided me with a pre-publication draft and gave me permission to discuss it with other experts.\u003c/p>\n\u003cp>The core of Fuchs’ critique is that previous researchers failed to distinguish between students with disabilities who are sent to separate special education classrooms and students with disabilities who are included in general education classrooms. They are fundamentally different. Children who are placed in separate settings for a significant part or most of the day tend to have more severe disabilities and academic struggles. It should be no surprise to anyone that higher achieving students with milder disabilities end up with higher test scores than students who initially had lower test scores and more severe disabilities. That isn’t proof that a child with a disability learns more in a general education classroom. Ideally, from a research perspective, you’d want to randomly assign students with disabilities to both types of classrooms and see where they learn more. But that’s unethical, and impractical.\u003c/p>\n\u003cp>Researchers call this problem “selection bias” and they have tried to overcome it with statistical techniques. For example, they have compared students with disabilities who have similar demographic characteristics, such as the same race or ethnicity, similar family income and the same type of disability. Inclusion still comes out on top. However, Fuchs points out that many of these studies have still failed to account for the two most important factors: how the student was doing academically before the disability was diagnosed and the severity of the disability.\u003c/p>\n\u003cp>Beginning in the late 1980s, the federal government started to collect data on these two important, confounding factors – academic achievement before diagnosis and disability severity – so that policymakers could see how well students were faring under the 1975 federal law that mandates support for educating students with disabilities. Fuchs and his co-authors reviewed a \u003ca href=\"https://eric.ed.gov/?id=ED341228\">1991 analysis\u003c/a> of this data, called the \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154014\">National Longitudinal Transition Study\u003c/a>, and noted that it initially reported that high school students with disabilities learned more when they learned alongside their general education peers. But the appendix of \u003ca href=\"https://eric.ed.gov/?id=ED341228\">the report\u003c/a> disclosed that the advantage for special education inclusion disappeared when the academic gains were adjusted for prior academic achievement and measures of the students’ functional skills. Fuchs said there were no differences in outcomes between the two settings when researchers compared students who started with the same test scores and had the same disability severity.\u003c/p>\n\u003cp>Some recent studies with statistical sophistication still show that inclusion prevails. For example, in two studies of Indiana students with disabilities published in \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">2021\u003c/a> and \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/00224669221097945\">2023\u003c/a>, researchers found that the more time that students spent in an inclusive setting, the better they did. However, Fuchs and his co-authors pointed out that more than half the students were thrown out of the 2021 study because of missing data and research design. They say the studies compared only the two extremes of students who spent 80 percent of the time or more in general education versus 80 percent of the time or more in separate classrooms, which was a very small group of students (only 75 in math and 63 in English language arts). Even with statistical adjustments for prior academic achievement, it’s hard to equate these two groups. Fuchs and his co-authors concluded that the validity of the two studies is “problematic.”\u003c/p>\n\u003cp>This is not the first time Fuchs has questioned the gospel that inclusion is best. In an \u003ca href=\"https://www.proquest.com/openview/268f2c637914690295517745d468e5f2/1?pq-origsite=gscholar&cbl=41842\">article published 30 years ago\u003c/a>, Fuchs criticized the wisdom of always educating children with disabilities in the general education classroom. In 2023, Fuchs published \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/10442073221097713\">a study\u003c/a> showing that even states with the highest rates of special education inclusion did not have consistently improving test scores for children with disabilities. Scores declined in some states.\u003c/p>\n\u003cp>Fuchs and his colleagues’ sharp critique of the strength of the evidence for inclusion is controversial, but they are not alone. In December 2022, the Campbell Collaboration, a widely respected international nonprofit organization that reviews research evidence for public policy purposes, also concluded that the benefits for inclusion were \u003ca href=\"https://www.campbellcollaboration.org/review/inclusion-children-with-special-educational-needs/\">inconsistent and inconclusive\u003c/a>. The Campbell reviewers threw out 99 percent of the 2,000 studies they found because of poor quality and research design, for reasons similar to those Fuchs describes. Only 15 studies survived. They found that math and reading scores, along with psychological, emotional and behavioral measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms. Advocates for children with disabilities disputed the findings.\u003c/p>\n\u003cp>Lynn Newman, a researcher at SRI, a California-based research organization, has worked on multi-year studies of students with disabilities for the federal government. She said Fuchs’ paper makes some good points, but she said his argument also has some “holes” because it excludes some well-designed studies of more recent data, in which inclusion appears to be beneficial, especially among high-school students with disabilities.\u003c/p>\n\u003cp>Newman explained to me that there was very little support for students with disabilities in general education classrooms in the 1980s and 1990s. Inclusion has since improved, she said. She cited four studies (\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654315583135\">one\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/2165143415588047\">two\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2165143420959793\">three\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0885728809346960\">four\u003c/a>), published between 2009 and 2021, showing that students fared better with inclusion.\u003c/p>\n\u003cp>I showed this research to Fuchs, who agreed that the methodology and quality were good, but he noted that these studies didn’t analyze whether students were learning more in one place than another. Instead, the studies focused on other outcomes like employment after high school. “The articles Newman identified are barking up a different tree,” he said by email.\u003c/p>\n\u003cp>Fuchs is concentrating on academic outcomes. He admits there may be other psychological or social benefits to learning alongside peers in general education classes. He did not study those. But those benefits could be even more important to parents, and to lifetime success. (Fuchs also did not review the evidence of how students without disabilities are affected by peers with disabilities in their classrooms. That is a different \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1747938X17300131\">body of research\u003c/a>.)\u003c/p>\n\u003cp>Measuring academic outcomes for students with disabilities is difficult. Students with disabilities are more likely to fail a general education class. Grades between the two settings – special education and general education – cannot be directly compared. Test scores are often lacking, especially before and after changes in special education placements.\u003c/p>\n\u003cp>Other scholars I talked to said Fuchs lumped all disabilities together. Two specialists in children with the most severe disabilities who need extensive support showed me recent \u003ca href=\"https://meridian.allenpress.com/ajidd/article-abstract/129/5/405/502855/Impact-of-Educational-Placement-on-the-Goal?redirectedFrom=fulltext\">studies\u003c/a> that point to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1540796920943469\">superior learning\u003c/a> when these students are included in the general classroom, even though they rarely are. However, those students represent only 1 percent of the student population with disabilities.\u003c/p>\n\u003cp>In many ways, this debate shows how science responds to changing conditions. Decades ago, there weren’t many ways to help children with disabilities. Today there is a growing body of research about the best ways to teach children, especially young elementary school children, who are having difficulties with reading and math. Some of these interventions require daily instruction away from the general education classroom.\u003c/p>\n\u003cp>Fuchs doesn’t think his argument will lead to segregating all children with disabilities in self-contained classrooms. He envisions schools where students would be pulled out of the general education classroom on a daily basis to receive the reading and math instruction they need in a separate classroom. Some children with mild dyslexia, he said, might need only an hour a day of intensive reading instruction. Meanwhile some high-functioning children with Down syndrome might be able to remain in the regular general education class during reading time.\u003c/p>\n\u003cp>And just as the quality of separate, special education may be evolving, so too is the quality of inclusion in a general education classroom. Schools are getting better at supporting and accommodating students with disabilities. Clearly, a good version of inclusion will outperform a bad version of a separate classroom. And a good version of intense, specialized instruction will outperform a bad version of an inclusive classroom where the general education teacher is \u003ca href=\"https://hechingerreport.org/teacher-preparation-failing-students-disabilities/\">overwhelmed and lacks training\u003c/a>. Too often, students aren’t getting the support they need.\u003c/p>\n\u003cp>School leaders are in a tough spot when they have to decide whether to invest in improving the general classroom to accommodate everyone or to create and refine interventions that happen outside of the classroom. And at the moment, research can’t really tell them what works best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-special-education-inclusion-research-flawed/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What Does the Future Look Like For Colleges? Fewer Students and Fewer Campuses, Thanks to Past Events",
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"headTitle": "What Does the Future Look Like For Colleges? Fewer Students and Fewer Campuses, Thanks to Past Events | KQED",
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"content": "\u003cp>Pickup trucks with trailers and cars with yawning trunks pulled up onto untended lawns in front of buildings from which people lugged books, furniture, mattresses, trophy cases and artwork.\u003c/p>\n\u003cp>Anything else of value had already been sold by a company that specializes in auctioning off the leftover assets of failed businesses. At least one of the buildings was soon to be demolished altogether, its red-brick walls dumped into its 1921 foundation.\u003c/p>\n\u003cp>This was the unceremonious end of Iowa Wesleyan University, a 181-year-old institution that closed in 2023 after financial losses due in part to discounts it gave out as it struggled to attract a shrinking pool of students.\u003c/p>\n\u003cp>When a college closes, “all the things that are mementos of the best four years of a lot of people’s lives are sold to the highest bidders,” says Doug Moore, founding partner of a firm that has helped handle the logistics of shutting down four colleges in the last few years, including Iowa Wesleyan.\u003c/p>\n\u003cp>The outlook, Moore and other experts say, is that there will likely be many more such scenes in the years ahead. That’s because the current class of high school seniors scheduled to graduate this spring will be the last before an expected long decline begins in the number of 18-year-olds — the traditional age of students when they enter college.\u003c/p>\n\u003ch2>A “demographic cliff” with big implications for the economy\u003c/h2>\n\u003cp>This “demographic cliff” has been predicted ever since Americans started having fewer babies at the advent of the Great Recession around the end of 2007 — a falling birth rate that \u003ca href=\"https://www.cdc.gov/nchs/data/nvsr/nvsr73/nvsr73-02.pdf\" target=\"_blank\" rel=\"noopener\">has not recovered since\u003c/a>, except for a slight blip after the COVID-19 pandemic, according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Demographers say it will finally arrive nationwide in the fall of this year. That’s when recruiting offices will begin to confront the long-anticipated drop-off in the number of applicants from among the next class of high school seniors.\u003c/p>\n\u003cp>But the downturn isn’t just a problem for universities and colleges. It’s a looming crisis for the economy, with fewer graduates eventually coming through the pipeline to fill jobs that require college educations, even as international rivals increase the proportions of their populations with degrees.\u003c/p>\n\u003cp>“The impact of this is economic decline,” Jeff Strohl, director of the Georgetown University Center on Education and the Workforce, says bluntly.\u003c/p>\n\u003cp>As fresh data emerges, the outlook is getting only worse. An analysis by the higher education consulting firm Ruffalo Noel Levitz, using the latest available census figures, now projects \u003ca href=\"https://www.ruffalonl.com/blog/enrollment/two-demographic-cliffs-the-enrollment-case-for-diversifying-revenue-streams/\" target=\"_blank\" rel=\"noopener\">another drop\u003c/a> in the number of 18-year-olds beginning in 2033, after a brief uptick. By 2039, this estimate shows, there will likely be 650,000, or 15%, fewer of them per year than there are now.\u003c/p>\n\u003cp>These findings sync up with another new report, released in December by the Western Interstate Commission for Higher Education (WICHE), which says that the number of 18-year-olds nationwide who graduate from high school each year — and are therefore candidates for college — \u003ca href=\"https://knocking.wiche.edu/\" target=\"_blank\" rel=\"noopener\">will erode by 13%\u003c/a>, or nearly half a million, by 2041.\u003c/p>\n\u003cp>“A few hundred thousand per year might not sound like a lot,” Strohl says. “But multiply that by a decade, and it has a big impact.”\u003c/p>\n\u003ch2>Fewer students means fewer colleges\u003c/h2>\n\u003cp>This comes after colleges and universities already collectively experienced a 15% decline in enrollment between 2010 and 2021, the most recent year for which figures are available, according to the National Center for Education Statistics (NCES). That includes a drop-off of more than 350,000 during the first year of the pandemic alone, and it means there are already \u003ca href=\"https://nces.ed.gov/pubs2023/2023144.pdf\" target=\"_blank\" rel=\"noopener\">2.7 million\u003c/a> fewer students than there were at the start of the last decade.\u003c/p>\n\u003cp>In the first half of last year, more than one college a week announced that it would close. Still more new research, from the Federal Reserve Bank of Philadelphia, projects that the pace of college closings \u003ca href=\"https://www.philadelphiafed.org/-/media/frbp/assets/working-papers/2024/wp24-20.pdf\" target=\"_blank\" rel=\"noopener\">could now accelerate\u003c/a>.\u003c/p>\n\u003cp>The news is not all bad. For students, it means a buyer’s market. Colleges and universities, on average, are \u003ca href=\"https://www.aei.org/education/after-decades-of-competitive-admissions-getting-into-college-has-finally-become-easier/\" target=\"_blank\" rel=\"noopener\">admitting a larger proportion of their applicants\u003c/a> than they did 20 years ago, new research by the think tank the American Enterprise Institute finds. And tuition, when adjusted for inflation, \u003ca href=\"https://newsroom.collegeboard.org/published-tuition-prices-public-institutions-increase-less-inflation\" target=\"_blank\" rel=\"noopener\">is declining\u003c/a>, according to College Board. (Housing and dining charges \u003ca href=\"https://hechingerreport.org/the-fastest-growing-college-expense-may-not-be-what-people-think/\" target=\"_blank\" rel=\"noopener\">continue to increase\u003c/a>.)\u003c/p>\n\u003ch2>Ripple effects through the economy\u003c/h2>\n\u003cp>The likely closing of more colleges is by itself a threat to the economy. Nearly 4 million people work in higher education, the NCES reports. Though the most imperiled colleges tend to be small, every one that closes translates to, on average, a \u003ca href=\"https://blog.implan.com/college-closures\" target=\"_blank\" rel=\"noopener\">loss of 265 jobs and $67 million a year in economic impact\u003c/a>, according to the economic software and analysis company Implan.\u003c/p>\n\u003cp>While the falloff in the number of 18-year-olds has been largely discussed in terms of its effects on colleges and students, the implications are much broader, however.\u003c/p>\n\u003cp>“In an economy that depends on skilled labor, we’re falling short,” says Catharine Bond Hill, an economist, a former president of Vassar College and the managing director of the higher education consulting firm Ithaka S+R.\u003c/p>\n\u003cp>She points out that, based on NCES data, the United States has fallen to ninth among developed nations in the \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cac/intl-ed-attainment\" target=\"_blank\" rel=\"noopener\">proportion of its 25-to-64-year-old population with any postsecondary degree\u003c/a>.\u003c/p>\n\u003cp>“We should be aiming for No. 1, and we’re not,” she says.\u003c/p>\n\u003cp>The diminishing supply of young people will contribute to “a massive labor shortage,” with an \u003ca href=\"https://www.prnewswire.com/news-releases/as-massive-labor-shortage-looms-lightcasts-new-demographic-drought-report-can-help-companies-weather-the-storm-302249775.html\" target=\"_blank\" rel=\"noopener\">estimated 6 million fewer workers\u003c/a> in 2032 than jobs needing to be filled, according to the labor market analytics firm Lightcast.\u003c/p>\n\u003cp>Not all of those jobs will call for a college education. But many will. Forty-three percent of them will \u003ca href=\"https://cew.georgetown.edu/wp-content/uploads/Projections2031-National-Report.pdf\" target=\"_blank\" rel=\"noopener\">require at least a bachelor’s degree\u003c/a> by 2031, according to the Georgetown center. That means more jobs will demand some kind of postsecondary credentials than Americans are now projected to earn.\u003c/p>\n\u003cp>Still-unpublished research underway at Georgetown forecasts major shortages in teaching, health care and other fields, as well as some level of skills shortfalls in 151 occupations, Strohl says.\u003c/p>\n\u003cp>“If we don’t keep our edge in innovation and college-level education,” he says, “we’ll have a decline in the economy and ultimately a decline in the living standard.”\u003c/p>\n\u003cp>A scarcity of labor is already complicating efforts to \u003ca href=\"https://www.mckinsey.com/industries/semiconductors/our-insights/reimagining-labor-to-close-the-expanding-us-semiconductor-talent-gap\" target=\"_blank\" rel=\"noopener\">expand the U.S. semiconductor industry\u003c/a>, for instance, the consulting firm McKinsey & Company warns. It’s a major reason that production at a new $40 billion semiconductor processing facility in Arizona has \u003ca href=\"https://www.wsj.com/tech/tsmc-delays-start-of-first-arizona-chip-factory-citing-worker-shortage-4a9344e5\" target=\"_blank\" rel=\"noopener\">been delayed\u003c/a>, according to its parent company.\u003c/p>\n\u003cp>A worker shortage of the magnitude projected for the coming one hasn’t happened since the years immediately after World War II, when the number of young men was reduced by death and disability, Strohl and others say. And this worker shortage coincides with a wave of retirements among experienced and well-educated baby boomers.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3600x2557+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2e%2Ffa%2F1db83435476883ff5570ed0030c6%2Fgettyimages-2074388231.jpg\" alt=\"The College of Saint Rose in Albany, N.Y., shut down in June. A long-predicted drop in the number of 18-year-olds is expected to accelerate the pace of college closings.\">\u003cfigcaption>The College of Saint Rose in Albany, N.Y., shut down in June. A long-predicted drop in the number of 18-year-olds is expected to accelerate the pace of college closings. \u003ccite> (Michael P. Farrell | Albany Times Union/Hearst Newspapers via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>A host of complex demographic factors\u003c/h3>\n\u003cp>“It’s kind of a remarkable moment in our history,” says Luke Jankovic, an executive vice president and general manager at Lightcast. “We have a lot of people moving from economic producers to economic consumers, and there just aren’t enough people coming up behind them to replace them.”\u003c/p>\n\u003cp>The falling number of 18-year-olds is compounded by other issues, including a sharp drop in the proportion of Americans in the labor market — particularly baby boomers who retired early and men derailed by substance abuse or incarceration. The proportion of men 20 and older in the workforce has declined from around 76% at the start of the Great Recession to \u003ca href=\"https://www.bls.gov/charts/employment-situation/civilian-labor-force-participation-rate.htm\" target=\"_blank\" rel=\"noopener\">around 70% today\u003c/a>, the Bureau of Labor Statistics reports.\u003c/p>\n\u003cp>The decline in high school graduates through 2041 is projected to be most severe in the Northeast, Midwest and West, where fertility rates have been generally lower than in other regions, and to which fewer families have moved. In all, \u003ca href=\"https://www.wiche.edu/events/knocking-at-the-college-door-10th-ed-high-school-graduate-projections/\" target=\"_blank\" rel=\"noopener\">38 states will see declines\u003c/a>, WICHE estimates, some of them much steeper than the national average: 32% in Illinois, 29% in California, 27% in New York, 20% in Michigan, 17% in Pennsylvania.\u003c/p>\n\u003cp>In places where the number of high school graduates remains stable or increases, meanwhile, it will be largely because of one group: Hispanic students. The proportion of high school graduates who are Hispanic, nationwide, is expected to rise from 26% to 36% by 2041.\u003c/p>\n\u003cp>But Hispanic college-going is below the national average and \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cpb\" target=\"_blank\" rel=\"noopener\">has been going down\u003c/a>, U.S. Department of Education statistics show.\u003c/p>\n\u003cp>All of these things present “a combination of factors that we haven’t seen before,” says Emily Wadhwani, a senior director at credit-rating agency Fitch who works on higher education.\u003c/p>\n\u003ch2>Concerns about the value of a college education\u003c/h2>\n\u003cp>Falling enrollment, meanwhile, has been made worse by a decline in perception of the value of a college or university degree. \u003ca href=\"https://www.pewresearch.org/social-trends/2024/05/23/is-college-worth-it-2/\" target=\"_blank\" rel=\"noopener\">One in four Americans\u003c/a> now says having a bachelor’s degree is extremely or very important to get a good job, the Pew Research Center finds.\u003c/p>\n\u003cp>Among high school graduates, the proportion going straight to college has fallen, from a \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cpa\" target=\"_blank\" rel=\"noopener\">peak of 70% in 2016 to 62% in 2022\u003c/a>, the most recent year for which the figure is available.\u003c/p>\n\u003cp>The only thing that will restore stability in the higher education sector, says Wadhwani, “is a renewed sentiment that it’s worth it.”\u003c/p>\n\u003cp>Demarée Michelau, the president of WICHE, calls these trends, “the most perplexing set of issues to face higher education planners and administrators in a generation.”\u003c/p>\n\u003cp>There are other customers for colleges, of course, including international students, students who are older than 18 and graduate students.\u003c/p>\n\u003cp>But these other sources may not be enough to make up for the coming declines, experts say.\u003c/p>\n\u003cp>Now that Donald Trump is about to start a second presidential term, 58% of European students say they are \u003ca href=\"https://4722110.fs1.hubspotusercontent-na1.net/hubfs/4722110/Post-%20Election%20Impact%20of%20Trump%20Presidency%20on%20Student%20Decision%20Making.pdf\" target=\"_blank\" rel=\"noopener\">less interested in coming to the United States\u003c/a>, according to a survey conducted in October and November by the international student recruiter Keystone Education Group.\u003c/p>\n\u003cp>And despite colleges’ attempts to recruit students over 25, their numbers have \u003ca href=\"https://www.philadelphiafed.org/-/media/frbp/assets/working-papers/2024/wp24-20.pdf\" target=\"_blank\" rel=\"noopener\">fallen by half\u003c/a> since the Great Recession, the Philadelphia Fed calculates. Many older students say they are discouraged by the cost or have families and jobs, which colleges don’t always accommodate, or they started college but dropped out and \u003ca href=\"https://hechingerreport.org/states-want-adults-to-return-to-college-many-roadblocks-stand-in-the-way/\" target=\"_blank\" rel=\"noopener\">have little inclination to go back\u003c/a>.\u003c/p>\n\u003cp>On the campus of Iowa Wesleyan, the old gym was stripped of its wood flooring and whatever else had value and was then ripped down. The cornerstone fell into the pile of rubble. It bore the date of the college’s founding: 1842.\u003c/p>\n\u003cp>“In so many of these towns, their identity is inextricably linked to the college that’s been there forever,” says Doug Moore, the man who oversaw the liquidation. “It’s a huge source of local pride. It’s also a big source of good-paying jobs that are not replaceable.”\u003c/p>\n\u003cp>The process of shutting it down, he adds, “is brutal and painful.”\u003c/p>\n\u003cp>And yet he knows that in the coming years, more colleges and universities will likely go under the auctioneer’s gavel and the wrecking ball:\u003c/p>\n\u003cp>“You have a staggering number of variables” facing colleges and universities. “It’s supply and demand. You’ve got to evolve and adjust, or die.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The long-predicted downturn in the number of 18-year-olds is almost here. And it isn't just a problem for higher education. It's a looming crisis for the economy.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pickup trucks with trailers and cars with yawning trunks pulled up onto untended lawns in front of buildings from which people lugged books, furniture, mattresses, trophy cases and artwork.\u003c/p>\n\u003cp>Anything else of value had already been sold by a company that specializes in auctioning off the leftover assets of failed businesses. At least one of the buildings was soon to be demolished altogether, its red-brick walls dumped into its 1921 foundation.\u003c/p>\n\u003cp>This was the unceremonious end of Iowa Wesleyan University, a 181-year-old institution that closed in 2023 after financial losses due in part to discounts it gave out as it struggled to attract a shrinking pool of students.\u003c/p>\n\u003cp>When a college closes, “all the things that are mementos of the best four years of a lot of people’s lives are sold to the highest bidders,” says Doug Moore, founding partner of a firm that has helped handle the logistics of shutting down four colleges in the last few years, including Iowa Wesleyan.\u003c/p>\n\u003cp>The outlook, Moore and other experts say, is that there will likely be many more such scenes in the years ahead. That’s because the current class of high school seniors scheduled to graduate this spring will be the last before an expected long decline begins in the number of 18-year-olds — the traditional age of students when they enter college.\u003c/p>\n\u003ch2>A “demographic cliff” with big implications for the economy\u003c/h2>\n\u003cp>This “demographic cliff” has been predicted ever since Americans started having fewer babies at the advent of the Great Recession around the end of 2007 — a falling birth rate that \u003ca href=\"https://www.cdc.gov/nchs/data/nvsr/nvsr73/nvsr73-02.pdf\" target=\"_blank\" rel=\"noopener\">has not recovered since\u003c/a>, except for a slight blip after the COVID-19 pandemic, according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Demographers say it will finally arrive nationwide in the fall of this year. That’s when recruiting offices will begin to confront the long-anticipated drop-off in the number of applicants from among the next class of high school seniors.\u003c/p>\n\u003cp>But the downturn isn’t just a problem for universities and colleges. It’s a looming crisis for the economy, with fewer graduates eventually coming through the pipeline to fill jobs that require college educations, even as international rivals increase the proportions of their populations with degrees.\u003c/p>\n\u003cp>“The impact of this is economic decline,” Jeff Strohl, director of the Georgetown University Center on Education and the Workforce, says bluntly.\u003c/p>\n\u003cp>As fresh data emerges, the outlook is getting only worse. An analysis by the higher education consulting firm Ruffalo Noel Levitz, using the latest available census figures, now projects \u003ca href=\"https://www.ruffalonl.com/blog/enrollment/two-demographic-cliffs-the-enrollment-case-for-diversifying-revenue-streams/\" target=\"_blank\" rel=\"noopener\">another drop\u003c/a> in the number of 18-year-olds beginning in 2033, after a brief uptick. By 2039, this estimate shows, there will likely be 650,000, or 15%, fewer of them per year than there are now.\u003c/p>\n\u003cp>These findings sync up with another new report, released in December by the Western Interstate Commission for Higher Education (WICHE), which says that the number of 18-year-olds nationwide who graduate from high school each year — and are therefore candidates for college — \u003ca href=\"https://knocking.wiche.edu/\" target=\"_blank\" rel=\"noopener\">will erode by 13%\u003c/a>, or nearly half a million, by 2041.\u003c/p>\n\u003cp>“A few hundred thousand per year might not sound like a lot,” Strohl says. “But multiply that by a decade, and it has a big impact.”\u003c/p>\n\u003ch2>Fewer students means fewer colleges\u003c/h2>\n\u003cp>This comes after colleges and universities already collectively experienced a 15% decline in enrollment between 2010 and 2021, the most recent year for which figures are available, according to the National Center for Education Statistics (NCES). That includes a drop-off of more than 350,000 during the first year of the pandemic alone, and it means there are already \u003ca href=\"https://nces.ed.gov/pubs2023/2023144.pdf\" target=\"_blank\" rel=\"noopener\">2.7 million\u003c/a> fewer students than there were at the start of the last decade.\u003c/p>\n\u003cp>In the first half of last year, more than one college a week announced that it would close. Still more new research, from the Federal Reserve Bank of Philadelphia, projects that the pace of college closings \u003ca href=\"https://www.philadelphiafed.org/-/media/frbp/assets/working-papers/2024/wp24-20.pdf\" target=\"_blank\" rel=\"noopener\">could now accelerate\u003c/a>.\u003c/p>\n\u003cp>The news is not all bad. For students, it means a buyer’s market. Colleges and universities, on average, are \u003ca href=\"https://www.aei.org/education/after-decades-of-competitive-admissions-getting-into-college-has-finally-become-easier/\" target=\"_blank\" rel=\"noopener\">admitting a larger proportion of their applicants\u003c/a> than they did 20 years ago, new research by the think tank the American Enterprise Institute finds. And tuition, when adjusted for inflation, \u003ca href=\"https://newsroom.collegeboard.org/published-tuition-prices-public-institutions-increase-less-inflation\" target=\"_blank\" rel=\"noopener\">is declining\u003c/a>, according to College Board. (Housing and dining charges \u003ca href=\"https://hechingerreport.org/the-fastest-growing-college-expense-may-not-be-what-people-think/\" target=\"_blank\" rel=\"noopener\">continue to increase\u003c/a>.)\u003c/p>\n\u003ch2>Ripple effects through the economy\u003c/h2>\n\u003cp>The likely closing of more colleges is by itself a threat to the economy. Nearly 4 million people work in higher education, the NCES reports. Though the most imperiled colleges tend to be small, every one that closes translates to, on average, a \u003ca href=\"https://blog.implan.com/college-closures\" target=\"_blank\" rel=\"noopener\">loss of 265 jobs and $67 million a year in economic impact\u003c/a>, according to the economic software and analysis company Implan.\u003c/p>\n\u003cp>While the falloff in the number of 18-year-olds has been largely discussed in terms of its effects on colleges and students, the implications are much broader, however.\u003c/p>\n\u003cp>“In an economy that depends on skilled labor, we’re falling short,” says Catharine Bond Hill, an economist, a former president of Vassar College and the managing director of the higher education consulting firm Ithaka S+R.\u003c/p>\n\u003cp>She points out that, based on NCES data, the United States has fallen to ninth among developed nations in the \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cac/intl-ed-attainment\" target=\"_blank\" rel=\"noopener\">proportion of its 25-to-64-year-old population with any postsecondary degree\u003c/a>.\u003c/p>\n\u003cp>“We should be aiming for No. 1, and we’re not,” she says.\u003c/p>\n\u003cp>The diminishing supply of young people will contribute to “a massive labor shortage,” with an \u003ca href=\"https://www.prnewswire.com/news-releases/as-massive-labor-shortage-looms-lightcasts-new-demographic-drought-report-can-help-companies-weather-the-storm-302249775.html\" target=\"_blank\" rel=\"noopener\">estimated 6 million fewer workers\u003c/a> in 2032 than jobs needing to be filled, according to the labor market analytics firm Lightcast.\u003c/p>\n\u003cp>Not all of those jobs will call for a college education. But many will. Forty-three percent of them will \u003ca href=\"https://cew.georgetown.edu/wp-content/uploads/Projections2031-National-Report.pdf\" target=\"_blank\" rel=\"noopener\">require at least a bachelor’s degree\u003c/a> by 2031, according to the Georgetown center. That means more jobs will demand some kind of postsecondary credentials than Americans are now projected to earn.\u003c/p>\n\u003cp>Still-unpublished research underway at Georgetown forecasts major shortages in teaching, health care and other fields, as well as some level of skills shortfalls in 151 occupations, Strohl says.\u003c/p>\n\u003cp>“If we don’t keep our edge in innovation and college-level education,” he says, “we’ll have a decline in the economy and ultimately a decline in the living standard.”\u003c/p>\n\u003cp>A scarcity of labor is already complicating efforts to \u003ca href=\"https://www.mckinsey.com/industries/semiconductors/our-insights/reimagining-labor-to-close-the-expanding-us-semiconductor-talent-gap\" target=\"_blank\" rel=\"noopener\">expand the U.S. semiconductor industry\u003c/a>, for instance, the consulting firm McKinsey & Company warns. It’s a major reason that production at a new $40 billion semiconductor processing facility in Arizona has \u003ca href=\"https://www.wsj.com/tech/tsmc-delays-start-of-first-arizona-chip-factory-citing-worker-shortage-4a9344e5\" target=\"_blank\" rel=\"noopener\">been delayed\u003c/a>, according to its parent company.\u003c/p>\n\u003cp>A worker shortage of the magnitude projected for the coming one hasn’t happened since the years immediately after World War II, when the number of young men was reduced by death and disability, Strohl and others say. And this worker shortage coincides with a wave of retirements among experienced and well-educated baby boomers.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3600x2557+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2e%2Ffa%2F1db83435476883ff5570ed0030c6%2Fgettyimages-2074388231.jpg\" alt=\"The College of Saint Rose in Albany, N.Y., shut down in June. A long-predicted drop in the number of 18-year-olds is expected to accelerate the pace of college closings.\">\u003cfigcaption>The College of Saint Rose in Albany, N.Y., shut down in June. A long-predicted drop in the number of 18-year-olds is expected to accelerate the pace of college closings. \u003ccite> (Michael P. Farrell | Albany Times Union/Hearst Newspapers via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>A host of complex demographic factors\u003c/h3>\n\u003cp>“It’s kind of a remarkable moment in our history,” says Luke Jankovic, an executive vice president and general manager at Lightcast. “We have a lot of people moving from economic producers to economic consumers, and there just aren’t enough people coming up behind them to replace them.”\u003c/p>\n\u003cp>The falling number of 18-year-olds is compounded by other issues, including a sharp drop in the proportion of Americans in the labor market — particularly baby boomers who retired early and men derailed by substance abuse or incarceration. The proportion of men 20 and older in the workforce has declined from around 76% at the start of the Great Recession to \u003ca href=\"https://www.bls.gov/charts/employment-situation/civilian-labor-force-participation-rate.htm\" target=\"_blank\" rel=\"noopener\">around 70% today\u003c/a>, the Bureau of Labor Statistics reports.\u003c/p>\n\u003cp>The decline in high school graduates through 2041 is projected to be most severe in the Northeast, Midwest and West, where fertility rates have been generally lower than in other regions, and to which fewer families have moved. In all, \u003ca href=\"https://www.wiche.edu/events/knocking-at-the-college-door-10th-ed-high-school-graduate-projections/\" target=\"_blank\" rel=\"noopener\">38 states will see declines\u003c/a>, WICHE estimates, some of them much steeper than the national average: 32% in Illinois, 29% in California, 27% in New York, 20% in Michigan, 17% in Pennsylvania.\u003c/p>\n\u003cp>In places where the number of high school graduates remains stable or increases, meanwhile, it will be largely because of one group: Hispanic students. The proportion of high school graduates who are Hispanic, nationwide, is expected to rise from 26% to 36% by 2041.\u003c/p>\n\u003cp>But Hispanic college-going is below the national average and \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cpb\" target=\"_blank\" rel=\"noopener\">has been going down\u003c/a>, U.S. Department of Education statistics show.\u003c/p>\n\u003cp>All of these things present “a combination of factors that we haven’t seen before,” says Emily Wadhwani, a senior director at credit-rating agency Fitch who works on higher education.\u003c/p>\n\u003ch2>Concerns about the value of a college education\u003c/h2>\n\u003cp>Falling enrollment, meanwhile, has been made worse by a decline in perception of the value of a college or university degree. \u003ca href=\"https://www.pewresearch.org/social-trends/2024/05/23/is-college-worth-it-2/\" target=\"_blank\" rel=\"noopener\">One in four Americans\u003c/a> now says having a bachelor’s degree is extremely or very important to get a good job, the Pew Research Center finds.\u003c/p>\n\u003cp>Among high school graduates, the proportion going straight to college has fallen, from a \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cpa\" target=\"_blank\" rel=\"noopener\">peak of 70% in 2016 to 62% in 2022\u003c/a>, the most recent year for which the figure is available.\u003c/p>\n\u003cp>The only thing that will restore stability in the higher education sector, says Wadhwani, “is a renewed sentiment that it’s worth it.”\u003c/p>\n\u003cp>Demarée Michelau, the president of WICHE, calls these trends, “the most perplexing set of issues to face higher education planners and administrators in a generation.”\u003c/p>\n\u003cp>There are other customers for colleges, of course, including international students, students who are older than 18 and graduate students.\u003c/p>\n\u003cp>But these other sources may not be enough to make up for the coming declines, experts say.\u003c/p>\n\u003cp>Now that Donald Trump is about to start a second presidential term, 58% of European students say they are \u003ca href=\"https://4722110.fs1.hubspotusercontent-na1.net/hubfs/4722110/Post-%20Election%20Impact%20of%20Trump%20Presidency%20on%20Student%20Decision%20Making.pdf\" target=\"_blank\" rel=\"noopener\">less interested in coming to the United States\u003c/a>, according to a survey conducted in October and November by the international student recruiter Keystone Education Group.\u003c/p>\n\u003cp>And despite colleges’ attempts to recruit students over 25, their numbers have \u003ca href=\"https://www.philadelphiafed.org/-/media/frbp/assets/working-papers/2024/wp24-20.pdf\" target=\"_blank\" rel=\"noopener\">fallen by half\u003c/a> since the Great Recession, the Philadelphia Fed calculates. Many older students say they are discouraged by the cost or have families and jobs, which colleges don’t always accommodate, or they started college but dropped out and \u003ca href=\"https://hechingerreport.org/states-want-adults-to-return-to-college-many-roadblocks-stand-in-the-way/\" target=\"_blank\" rel=\"noopener\">have little inclination to go back\u003c/a>.\u003c/p>\n\u003cp>On the campus of Iowa Wesleyan, the old gym was stripped of its wood flooring and whatever else had value and was then ripped down. The cornerstone fell into the pile of rubble. It bore the date of the college’s founding: 1842.\u003c/p>\n\u003cp>“In so many of these towns, their identity is inextricably linked to the college that’s been there forever,” says Doug Moore, the man who oversaw the liquidation. “It’s a huge source of local pride. It’s also a big source of good-paying jobs that are not replaceable.”\u003c/p>\n\u003cp>The process of shutting it down, he adds, “is brutal and painful.”\u003c/p>\n\u003cp>And yet he knows that in the coming years, more colleges and universities will likely go under the auctioneer’s gavel and the wrecking ball:\u003c/p>\n\u003cp>“You have a staggering number of variables” facing colleges and universities. “It’s supply and demand. You’ve got to evolve and adjust, or die.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, 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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"content": "\u003cp>In early 2024, initial reports indicated that tutoring might not only help kids catch up academically after the pandemic but could also combat chronic absenteeism. More recent research, however, suggests that prediction may have been overly optimistic.\u003c/p>\n\u003cp>Stanford University researchers have been studying Washington, D.C.’s \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">$33 million\u003c/a> investment in tutoring, which provided extra help to more than 5,000 of the district’s 100,000 students in 2022-23, the second year of a three-year tutoring initiative. When researchers looked at these students’ test scores, they found \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">minimal to modest improvements in reading or math\u003c/a>.\u003c/p>\n\u003cp>“We weren’t seeing a ton of big impacts on achievement,” said Monica Lee, one of the Stanford researchers. “But what we were seeing at that point in time were promising findings that the tutoring might be doing something for attendance.”\u003c/p>\n\u003cp>That is important because \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">absenteeism soared\u003c/a> after the pandemic. The \u003ca href=\"https://studentsupportaccelerator.org/about\">National Student Support Accelerator\u003c/a>, a Stanford-based organization that studies, promotes and seeks to improve tutoring, issued a \u003ca href=\"https://studentsupportaccelerator.org/news/early-findings-show-evidence-high-impact-tutoring-increases-student-attendance-dc-schools\">March 2024 press release\u003c/a> proclaiming that tutoring had increased student attendance in Washington, and could potentially address widespread chronic absenteeism, which was a particular scourge in the city. Soon after, Washington Mayor Muriel Bowser \u003ca href=\"https://www.washingtonpost.com/education/2024/03/20/tutoring-budget-schools/\">proposed an additional $4.8 million for tutoring\u003c/a>.\u003c/p>\n\u003cp>The lackluster academic results weren’t mentioned in the March press release or the news coverage, but were disclosed later in an \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">August report\u003c/a> by the National Student Support Accelerator. That same month, a separate group of researchers studying another large-scale tutoring effort in Nashville, Tennessee, also found \u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">disappointing learning gains for students\u003c/a>. As tutoring expanded to reach thousands of students, the less it helped them in math and reading. Still, its side benefit of re-engaging students in school remained tantalizing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then, in December, Stanford researchers with the National Student Support Accelerator released an academic \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai24-1107.pdf\">paper\u003c/a> with more details about the heralded boost to attendance in Washington. Lee and her research team analyzed tutoring schedules for more than 4,000 of the students and calculated that a student was 7 percent less likely to be absent from school on a day when tutoring was on the schedule, compared with a day when tutoring was not on the schedule. The researchers thought that perhaps students felt like they were learning in these sessions, or enjoyed the personal attention, and looked forward to them.\u003c/p>\n\u003cp>Tutoring schedules ranged from once a week to daily. A student scheduled to receive tutoring three times a week, the recommended minimum for effective catch-up tutoring, would attend a total of 1.3 more days of school, on average, over a 180-day school year.\u003c/p>\n\u003cp>“That feels minimal, just a day or so,” Lee admitted. But she said it was “encouraging to move the needle at all,” with this group of economically disadvantaged students. More than 80 percent of the tutored students were Black. The remainder were largely Hispanic.\u003c/p>\n\u003cp>What struck me was the high average absenteeism rate among the thousands of students selected for tutoring: 17 percent. In other words, these students had missed more than 30 days, not including weekends. A large subset of them – one out of six – were considered to be “extremely absent,” missing more than 30 percent of the school year. That’s about 60 school days. “They’re missing school at an alarming rate,” said Lee.\u003c/p>\n\u003cp>No wonder these children and teens are so far behind. And no wonder Washington’s leaders wanted tutors for these kids, who were at risk of falling further behind and ultimately becoming dropouts.\u003c/p>\n\u003cp>I contacted Hedy Chang, the executive director of Attendance Works, an organization that works with schools to boost attendance, to ask how significant one additional day of school could be for chronically absent students. She said working with kids who are missing 30 days of school is important. “I am a bit concerned that this small change (1.3), while promising, might not be enough to make a difference,” she said in an email.\u003c/p>\n\u003cp>Chang consulted with her research team and they found a bright spot: small gains can add up across a school. For one student, 1.3 days is small, Chang explained. But across 100 students, that’s 130 more days. “It could be a movement towards more stability in classrooms,” Chang said.\u003c/p>\n\u003cp>Averages mask big differences. Some students’ attendance increased by a lot more. Middle school students were the most likely to attend school on a tutoring day, translating to 2.1 additional days of school for a student who was scheduled three times a week. High school students were the least likely to be motivated to attend school. Their attendance wasn’t much different between days with and without tutoring. Tutoring scheduled during the school day was more of a motivator to show up than tutoring scheduled after school. Smaller tutor-to-student ratios of 1-to-1 or 1-to-2 were more effective in reducing absenteeism than larger tutoring groups of three or four students. (All of the tutoring was in-person, not online.)\u003c/p>\n\u003cp>Much of what schools actually try in education is rarely studied and analyzed rigorously. Research like this helps school leaders reflect on what works and what doesn’t. Washington deserves credit for trying tutoring, which had shown strong benefits in \u003ca href=\"https://www.nber.org/papers/w27476\">hundreds of earlier, albeit smaller studies\u003c/a>, and for opening its doors to researchers to study its big rollout.\u003c/p>\n\u003cp>It didn’t work as well as hoped for a variety of reasons. Some of the tutoring wasn’t scheduled as often as the \u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\">research advised\u003c/a>, or during the school day when attendance is highest. But the critical lesson we learn from this analysis is that some students may be too disengaged from school to take advantage of even well-designed tutoring programs. It’s useless to hire tutors for students who don’t show up.\u003c/p>\n\u003cp>The Stanford study makes the argument that tutoring itself helps to re-engage kids in school and that any improvement in attendance is worthwhile. But I question the economic value when the benefit is so tiny.\u003c/p>\n\u003cp>I don’t envy school leaders. They are dealing with masses of disengaged students and we don’t have good solutions for them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tutoring-absenteeism/\">\u003cem>tutoring attendance\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In early 2024, initial reports indicated that tutoring might not only help kids catch up academically after the pandemic but could also combat chronic absenteeism. More recent research, however, suggests that prediction may have been overly optimistic.\u003c/p>\n\u003cp>Stanford University researchers have been studying Washington, D.C.’s \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">$33 million\u003c/a> investment in tutoring, which provided extra help to more than 5,000 of the district’s 100,000 students in 2022-23, the second year of a three-year tutoring initiative. When researchers looked at these students’ test scores, they found \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">minimal to modest improvements in reading or math\u003c/a>.\u003c/p>\n\u003cp>“We weren’t seeing a ton of big impacts on achievement,” said Monica Lee, one of the Stanford researchers. “But what we were seeing at that point in time were promising findings that the tutoring might be doing something for attendance.”\u003c/p>\n\u003cp>That is important because \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">absenteeism soared\u003c/a> after the pandemic. The \u003ca href=\"https://studentsupportaccelerator.org/about\">National Student Support Accelerator\u003c/a>, a Stanford-based organization that studies, promotes and seeks to improve tutoring, issued a \u003ca href=\"https://studentsupportaccelerator.org/news/early-findings-show-evidence-high-impact-tutoring-increases-student-attendance-dc-schools\">March 2024 press release\u003c/a> proclaiming that tutoring had increased student attendance in Washington, and could potentially address widespread chronic absenteeism, which was a particular scourge in the city. Soon after, Washington Mayor Muriel Bowser \u003ca href=\"https://www.washingtonpost.com/education/2024/03/20/tutoring-budget-schools/\">proposed an additional $4.8 million for tutoring\u003c/a>.\u003c/p>\n\u003cp>The lackluster academic results weren’t mentioned in the March press release or the news coverage, but were disclosed later in an \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">August report\u003c/a> by the National Student Support Accelerator. That same month, a separate group of researchers studying another large-scale tutoring effort in Nashville, Tennessee, also found \u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">disappointing learning gains for students\u003c/a>. As tutoring expanded to reach thousands of students, the less it helped them in math and reading. Still, its side benefit of re-engaging students in school remained tantalizing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then, in December, Stanford researchers with the National Student Support Accelerator released an academic \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai24-1107.pdf\">paper\u003c/a> with more details about the heralded boost to attendance in Washington. Lee and her research team analyzed tutoring schedules for more than 4,000 of the students and calculated that a student was 7 percent less likely to be absent from school on a day when tutoring was on the schedule, compared with a day when tutoring was not on the schedule. The researchers thought that perhaps students felt like they were learning in these sessions, or enjoyed the personal attention, and looked forward to them.\u003c/p>\n\u003cp>Tutoring schedules ranged from once a week to daily. A student scheduled to receive tutoring three times a week, the recommended minimum for effective catch-up tutoring, would attend a total of 1.3 more days of school, on average, over a 180-day school year.\u003c/p>\n\u003cp>“That feels minimal, just a day or so,” Lee admitted. But she said it was “encouraging to move the needle at all,” with this group of economically disadvantaged students. More than 80 percent of the tutored students were Black. The remainder were largely Hispanic.\u003c/p>\n\u003cp>What struck me was the high average absenteeism rate among the thousands of students selected for tutoring: 17 percent. In other words, these students had missed more than 30 days, not including weekends. A large subset of them – one out of six – were considered to be “extremely absent,” missing more than 30 percent of the school year. That’s about 60 school days. “They’re missing school at an alarming rate,” said Lee.\u003c/p>\n\u003cp>No wonder these children and teens are so far behind. And no wonder Washington’s leaders wanted tutors for these kids, who were at risk of falling further behind and ultimately becoming dropouts.\u003c/p>\n\u003cp>I contacted Hedy Chang, the executive director of Attendance Works, an organization that works with schools to boost attendance, to ask how significant one additional day of school could be for chronically absent students. She said working with kids who are missing 30 days of school is important. “I am a bit concerned that this small change (1.3), while promising, might not be enough to make a difference,” she said in an email.\u003c/p>\n\u003cp>Chang consulted with her research team and they found a bright spot: small gains can add up across a school. For one student, 1.3 days is small, Chang explained. But across 100 students, that’s 130 more days. “It could be a movement towards more stability in classrooms,” Chang said.\u003c/p>\n\u003cp>Averages mask big differences. Some students’ attendance increased by a lot more. Middle school students were the most likely to attend school on a tutoring day, translating to 2.1 additional days of school for a student who was scheduled three times a week. High school students were the least likely to be motivated to attend school. Their attendance wasn’t much different between days with and without tutoring. Tutoring scheduled during the school day was more of a motivator to show up than tutoring scheduled after school. Smaller tutor-to-student ratios of 1-to-1 or 1-to-2 were more effective in reducing absenteeism than larger tutoring groups of three or four students. (All of the tutoring was in-person, not online.)\u003c/p>\n\u003cp>Much of what schools actually try in education is rarely studied and analyzed rigorously. Research like this helps school leaders reflect on what works and what doesn’t. Washington deserves credit for trying tutoring, which had shown strong benefits in \u003ca href=\"https://www.nber.org/papers/w27476\">hundreds of earlier, albeit smaller studies\u003c/a>, and for opening its doors to researchers to study its big rollout.\u003c/p>\n\u003cp>It didn’t work as well as hoped for a variety of reasons. Some of the tutoring wasn’t scheduled as often as the \u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\">research advised\u003c/a>, or during the school day when attendance is highest. But the critical lesson we learn from this analysis is that some students may be too disengaged from school to take advantage of even well-designed tutoring programs. It’s useless to hire tutors for students who don’t show up.\u003c/p>\n\u003cp>The Stanford study makes the argument that tutoring itself helps to re-engage kids in school and that any improvement in attendance is worthwhile. But I question the economic value when the benefit is so tiny.\u003c/p>\n\u003cp>I don’t envy school leaders. They are dealing with masses of disengaged students and we don’t have good solutions for them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>An abysmal showing by U.S. students on a recent international math test flabbergasted typically restrained education researchers. “It looks like student achievement just fell off a cliff,” said Dan Goldhaber, an economist at the American Institutes for Research.\u003c/p>\n\u003cp>The 2023 results of the \u003ca href=\"https://www.iea.nl/studies/iea/timss/timss2023\">Trends in International Mathematics and Science Study (TIMSS)\u003c/a>, which were released earlier this month, show that the severe declines in student achievement, previously reported on the \u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">2022 National Assessment of Educational Progress (NAEP)\u003c/a> and the \u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">2022 Program of International Student Assessment (PISA)\u003c/a>, are stubbornly enduring and possibly becoming more severe.\u003c/p>\n\u003cp>Is it time to panic? Here are my six takeaways, based on interviews with testing experts:\u003c/p>\n\u003ch2>A “dwindling middle” reflects growing inequality\u003c/h2>\n\u003cp>The very top students, who tested better than 90 percent of the nation, have held steady since 2019. Down a notch, at the 75th percentile – I think of this as the top of the average range – students appeared to slide a bit. But their decline was not statistically significant, meaning that not enough students took the TIMSS test to tell if their deterioration was real or a statistical fluke.\u003c/p>\n\u003cp>Next in line, students at the 50th percentile – dead in the middle – fell by a whopping 18 points, the equivalent of losing many months of learning. From there, the deterioration worsens. Students at the 25 percentile – the bottom of the average range – fell 29 points. And the bottom 10th percentile fell by 37 points.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s a dwindling middle,” said Peggy Carr, commissioner of the National Center for Education Statistics, which is responsible for administering TIMSS in this country. Carr said that this group of students is being pulled down to the bottom – a pattern she is seeing across different tests and different subjects since the pandemic.\u003c/p>\n\u003ch4>\u003cstrong>U.S. 4th-grade students on the TIMSS, 1995–2023, by student percentiles \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65050\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65050\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995%E2%80%932023-by-student-percentiles-.png\" alt=\"\" width=\"977\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles-.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--800x487.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--768x468.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Both average and below-average students slid on the 2023 international math test. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. Retrieved from NCES.\u003c/figcaption>\u003c/figure>\n\u003cp>Another way of understanding the shrinking middle is to see how few American children met basic math benchmarks. The test found that 13 percent of fourth graders could not add and subtract numbers with up to three digits, multiply and divide single-digit numbers and solve simple word problems. In 2019, the last time the test was administered, only 7 percent of fourth graders couldn’t handle these basics. In 2023, 32 percent of American fourth graders could not reach the second of four levels, called “intermediate,” which means they could not multiply three-digit numbers, add decimals or measure straight distances. In other words, a third of the fourth graders are struggling with grade-level math.\u003c/p>\n\u003cp>England, Germany, and Portugal all had more students hitting and surpassing these bottom two levels. (Click \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/Percent-of-students-reaching-benchmarks-4th-TIMSS.pdf\">here\u003c/a> to see how many fourth graders in each country reached the four levels: low, intermediate, high and advanced.)\u003c/p>\n\u003cp>“The dwindling of the middle is something that distinguishes the United States,” Carr said. Although the dwindling middle was most pronounced in fourth grade math, Carr said she noticed a similar decline in the skills of average U.S. adults, ages 16-65, on \u003ca href=\"https://nces.ed.gov/surveys/piaac/2023/national_results.asp#a-first-look-at-2023-u-s-piaac-overall-results\">another 2023 international assessment\u003c/a>, also released in this month.\u003c/p>\n\u003cp>The growing bifurcation of math skills between a small cluster at the top and growing cluster at the bottom, with a hollowing out of the middle, reflects the income distribution among U.S. households. “It looks like society,” said Goldhaber, a labor economist who worries that the academic losses triggered by the pandemic will make it harder for many young Americans to earn a good living. “They predict greater inequality in the future,” he said.\u003c/p>\n\u003ch2>The math skills of even the highest scoring eighth graders have deteriorated\u003c/h2>\n\u003cfigure id=\"attachment_65049\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png\" alt=\"\" width=\"977\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-800x482.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-160x96.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-768x463.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade math achievement on the TIMSS test, 1995-2023, by student percentiles. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. (Retrieved from NCES.)\u003c/figcaption>\u003c/figure>\n\u003cp>The math story with eighth graders is different from that of fourth graders. Achievement gaps between the bottom and the top scoring eighth graders have not widened. But the math scores of top students fell dramatically, 50 percent more than those at the bottom.\u003c/p>\n\u003cp>It’s not clear what’s behind the decline.\u003c/p>\n\u003cp>These eighth graders were in fifth grade when the pandemic hit in the spring of 2020. Despite tutoring and extra help at home, many students at the top 90th percentile appear not to have mastered middle school math skills as well as previous high-scoring eighth graders.\u003c/p>\n\u003cp>These results show the importance of math instruction at school as children get older, and how hard it is for even affluent families to make up for missed classroom time.\u003c/p>\n\u003ch2>The gender gap re-emerges\u003c/h2>\n\u003cp>Historically, American boys test better than girls in math. That gender gap disappeared in 2015 among eighth graders. But as scores plummeted, the gender gap reappeared in 2023. The gender gap never disappeared in fourth grade math, but in 2023, boys outscored girls by the widest margin ever.\u003c/p>\n\u003ch4>\u003cstrong>Boys once again outpace girls in eighth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65046\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png\" alt=\"\" width=\"977\" height=\"441\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-800x361.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-768x347.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>An historic boy-girl gap in fourth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65045\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65045\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png\" alt=\"\" width=\"977\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-800x411.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-768x395.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Crazy’ patterns around the world\u003c/h2>\n\u003cp>William Schmidt, a professor at Michigan State University, has studied international assessments for decades and has analyzed \u003ca href=\"https://www.semanticscholar.org/paper/Why-Schools-Matter%3A-A-Cross-National-Comparison-of-Schmidt/6e7898e8a750c5761e7be87d7732a36cc4cc0034\">math curriculum around the world\u003c/a>. He called the 2023 TIMSS results the “craziest” he has ever seen and said it is difficult to make sense of the mixed results. Some high-performing nations fell considerably yet remained at the top. Meanwhile, students in Turkey, which had never been a high-performing nation, suddenly rose to the upper tier. It will take time to sort out what that means. (Here are the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-4th-grade-math.pdf\">international rankings for fourth grade\u003c/a> and \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-8th-grade-math-rankings.pdf\">eighth grade math\u003c/a>.)\u003c/p>\n\u003cp>Students in Sweden, which kept schools open during the pandemic, posted sharply higher math scores between 2019 and 2023. Their \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders hit a \u003c/a>record. Still, analysts were unable to tell if shorter school closures were consistently linked to greater math gains. Sometimes, scores moved in opposite directions within the same country. For example, English \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders slipped\u003c/a> while the country’s \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth graders improved\u003c/a>. Covid closures were similar for both groups of students. Schmidt says it will take more time for researchers to gather this data and analyze it. (Here are the historical math scores, from 1995 to 2023, for each nation among \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth\u003c/a> and \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth\u003c/a> graders.)\u003c/p>\n\u003ch2>Calculating the Covid effect\u003c/h2>\n\u003cp>Another puzzle is how much of the decline in U.S. math scores to attribute to Covid and how much to attribute to other problems in American math education. Notably, math scores for U.S. fourth graders have been declining since 2011. Eighth graders have been posting lower math scores since 2015. They might well have continued declining between 2019 and 2023 had the pandemic never happened.\u003c/p>\n\u003ch2>Reasons to hope\u003c/h2>\n\u003cp>It is discouraging that the United States consistently ranks far behind the top 10 nations in math. (On the 2023 TIMSS, U.S. eighth graders ranked 22nd out of 44 countries and sub-national regions.)\u003c/p>\n\u003cp>Still, there are 360,000 American eighth graders in the top 10 percent who score at the most advanced of four levels. Mere average students in top-performing Singapore do just as well, but there are only 33,000 eighth graders in total in the city-state, according to Tom Loveless, an independent researcher who studies international assessments. Some of these advanced U.S. students may eventually develop the skills to cure cancer or find a cost-effective alternative to fossil fuels. Some will start companies and propel the American economy.\u003c/p>\n\u003cp>“One lesson from this is the sheer size of the United States makes up for a lot,” said Loveless. “We are producing 360,000 kids every year going into high school, and they know a tremendous amount of math.”\u003c/p>\n\u003cp>Another potential bright spot is that this TIMSS test was administered in the spring of 2023, a year and a half ago. Since then, several 2024 state tests show that students are rebounding, even if only by a small amount. Scores from the spring of 2024 are up in \u003ca href=\"https://www.chalkbeat.org/newyork/2024/08/21/nyc-reads-2024-test-score-results-math-english/\">New York\u003c/a>, \u003ca href=\"https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml#:~:text=Scores%20over%20the%202023%2D2024,1%20on%20ELA%20since%202019.\">Florida\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel46.asp\">California\u003c/a>. “Forty years from now, we might see these TIMSS scores as the bottom, representing the full impact of the pandemic,” said Loveless. “We might have progress from here on out.”\u003c/p>\n\u003cp>If there is a rebound, we should be able to detect it on the 2024 National Assessment of Educational Progress (NAEP) that was administered earlier this year. Those scores are expected to be released in early 2025. I’ll be watching for them.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-2023-timss/\">\u003cem>TIMSS \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"title": "Gaps Worsen, But Hope Persists: 6 Takeaways From a Devastating International Math Test | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>An abysmal showing by U.S. students on a recent international math test flabbergasted typically restrained education researchers. “It looks like student achievement just fell off a cliff,” said Dan Goldhaber, an economist at the American Institutes for Research.\u003c/p>\n\u003cp>The 2023 results of the \u003ca href=\"https://www.iea.nl/studies/iea/timss/timss2023\">Trends in International Mathematics and Science Study (TIMSS)\u003c/a>, which were released earlier this month, show that the severe declines in student achievement, previously reported on the \u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">2022 National Assessment of Educational Progress (NAEP)\u003c/a> and the \u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">2022 Program of International Student Assessment (PISA)\u003c/a>, are stubbornly enduring and possibly becoming more severe.\u003c/p>\n\u003cp>Is it time to panic? Here are my six takeaways, based on interviews with testing experts:\u003c/p>\n\u003ch2>A “dwindling middle” reflects growing inequality\u003c/h2>\n\u003cp>The very top students, who tested better than 90 percent of the nation, have held steady since 2019. Down a notch, at the 75th percentile – I think of this as the top of the average range – students appeared to slide a bit. But their decline was not statistically significant, meaning that not enough students took the TIMSS test to tell if their deterioration was real or a statistical fluke.\u003c/p>\n\u003cp>Next in line, students at the 50th percentile – dead in the middle – fell by a whopping 18 points, the equivalent of losing many months of learning. From there, the deterioration worsens. Students at the 25 percentile – the bottom of the average range – fell 29 points. And the bottom 10th percentile fell by 37 points.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s a dwindling middle,” said Peggy Carr, commissioner of the National Center for Education Statistics, which is responsible for administering TIMSS in this country. Carr said that this group of students is being pulled down to the bottom – a pattern she is seeing across different tests and different subjects since the pandemic.\u003c/p>\n\u003ch4>\u003cstrong>U.S. 4th-grade students on the TIMSS, 1995–2023, by student percentiles \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65050\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65050\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995%E2%80%932023-by-student-percentiles-.png\" alt=\"\" width=\"977\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles-.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--800x487.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--768x468.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Both average and below-average students slid on the 2023 international math test. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. Retrieved from NCES.\u003c/figcaption>\u003c/figure>\n\u003cp>Another way of understanding the shrinking middle is to see how few American children met basic math benchmarks. The test found that 13 percent of fourth graders could not add and subtract numbers with up to three digits, multiply and divide single-digit numbers and solve simple word problems. In 2019, the last time the test was administered, only 7 percent of fourth graders couldn’t handle these basics. In 2023, 32 percent of American fourth graders could not reach the second of four levels, called “intermediate,” which means they could not multiply three-digit numbers, add decimals or measure straight distances. In other words, a third of the fourth graders are struggling with grade-level math.\u003c/p>\n\u003cp>England, Germany, and Portugal all had more students hitting and surpassing these bottom two levels. (Click \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/Percent-of-students-reaching-benchmarks-4th-TIMSS.pdf\">here\u003c/a> to see how many fourth graders in each country reached the four levels: low, intermediate, high and advanced.)\u003c/p>\n\u003cp>“The dwindling of the middle is something that distinguishes the United States,” Carr said. Although the dwindling middle was most pronounced in fourth grade math, Carr said she noticed a similar decline in the skills of average U.S. adults, ages 16-65, on \u003ca href=\"https://nces.ed.gov/surveys/piaac/2023/national_results.asp#a-first-look-at-2023-u-s-piaac-overall-results\">another 2023 international assessment\u003c/a>, also released in this month.\u003c/p>\n\u003cp>The growing bifurcation of math skills between a small cluster at the top and growing cluster at the bottom, with a hollowing out of the middle, reflects the income distribution among U.S. households. “It looks like society,” said Goldhaber, a labor economist who worries that the academic losses triggered by the pandemic will make it harder for many young Americans to earn a good living. “They predict greater inequality in the future,” he said.\u003c/p>\n\u003ch2>The math skills of even the highest scoring eighth graders have deteriorated\u003c/h2>\n\u003cfigure id=\"attachment_65049\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png\" alt=\"\" width=\"977\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-800x482.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-160x96.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-768x463.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade math achievement on the TIMSS test, 1995-2023, by student percentiles. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. (Retrieved from NCES.)\u003c/figcaption>\u003c/figure>\n\u003cp>The math story with eighth graders is different from that of fourth graders. Achievement gaps between the bottom and the top scoring eighth graders have not widened. But the math scores of top students fell dramatically, 50 percent more than those at the bottom.\u003c/p>\n\u003cp>It’s not clear what’s behind the decline.\u003c/p>\n\u003cp>These eighth graders were in fifth grade when the pandemic hit in the spring of 2020. Despite tutoring and extra help at home, many students at the top 90th percentile appear not to have mastered middle school math skills as well as previous high-scoring eighth graders.\u003c/p>\n\u003cp>These results show the importance of math instruction at school as children get older, and how hard it is for even affluent families to make up for missed classroom time.\u003c/p>\n\u003ch2>The gender gap re-emerges\u003c/h2>\n\u003cp>Historically, American boys test better than girls in math. That gender gap disappeared in 2015 among eighth graders. But as scores plummeted, the gender gap reappeared in 2023. The gender gap never disappeared in fourth grade math, but in 2023, boys outscored girls by the widest margin ever.\u003c/p>\n\u003ch4>\u003cstrong>Boys once again outpace girls in eighth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65046\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png\" alt=\"\" width=\"977\" height=\"441\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-800x361.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-768x347.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>An historic boy-girl gap in fourth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65045\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65045\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png\" alt=\"\" width=\"977\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-800x411.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-768x395.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Crazy’ patterns around the world\u003c/h2>\n\u003cp>William Schmidt, a professor at Michigan State University, has studied international assessments for decades and has analyzed \u003ca href=\"https://www.semanticscholar.org/paper/Why-Schools-Matter%3A-A-Cross-National-Comparison-of-Schmidt/6e7898e8a750c5761e7be87d7732a36cc4cc0034\">math curriculum around the world\u003c/a>. He called the 2023 TIMSS results the “craziest” he has ever seen and said it is difficult to make sense of the mixed results. Some high-performing nations fell considerably yet remained at the top. Meanwhile, students in Turkey, which had never been a high-performing nation, suddenly rose to the upper tier. It will take time to sort out what that means. (Here are the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-4th-grade-math.pdf\">international rankings for fourth grade\u003c/a> and \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-8th-grade-math-rankings.pdf\">eighth grade math\u003c/a>.)\u003c/p>\n\u003cp>Students in Sweden, which kept schools open during the pandemic, posted sharply higher math scores between 2019 and 2023. Their \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders hit a \u003c/a>record. Still, analysts were unable to tell if shorter school closures were consistently linked to greater math gains. Sometimes, scores moved in opposite directions within the same country. For example, English \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders slipped\u003c/a> while the country’s \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth graders improved\u003c/a>. Covid closures were similar for both groups of students. Schmidt says it will take more time for researchers to gather this data and analyze it. (Here are the historical math scores, from 1995 to 2023, for each nation among \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth\u003c/a> and \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth\u003c/a> graders.)\u003c/p>\n\u003ch2>Calculating the Covid effect\u003c/h2>\n\u003cp>Another puzzle is how much of the decline in U.S. math scores to attribute to Covid and how much to attribute to other problems in American math education. Notably, math scores for U.S. fourth graders have been declining since 2011. Eighth graders have been posting lower math scores since 2015. They might well have continued declining between 2019 and 2023 had the pandemic never happened.\u003c/p>\n\u003ch2>Reasons to hope\u003c/h2>\n\u003cp>It is discouraging that the United States consistently ranks far behind the top 10 nations in math. (On the 2023 TIMSS, U.S. eighth graders ranked 22nd out of 44 countries and sub-national regions.)\u003c/p>\n\u003cp>Still, there are 360,000 American eighth graders in the top 10 percent who score at the most advanced of four levels. Mere average students in top-performing Singapore do just as well, but there are only 33,000 eighth graders in total in the city-state, according to Tom Loveless, an independent researcher who studies international assessments. Some of these advanced U.S. students may eventually develop the skills to cure cancer or find a cost-effective alternative to fossil fuels. Some will start companies and propel the American economy.\u003c/p>\n\u003cp>“One lesson from this is the sheer size of the United States makes up for a lot,” said Loveless. “We are producing 360,000 kids every year going into high school, and they know a tremendous amount of math.”\u003c/p>\n\u003cp>Another potential bright spot is that this TIMSS test was administered in the spring of 2023, a year and a half ago. Since then, several 2024 state tests show that students are rebounding, even if only by a small amount. Scores from the spring of 2024 are up in \u003ca href=\"https://www.chalkbeat.org/newyork/2024/08/21/nyc-reads-2024-test-score-results-math-english/\">New York\u003c/a>, \u003ca href=\"https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml#:~:text=Scores%20over%20the%202023%2D2024,1%20on%20ELA%20since%202019.\">Florida\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel46.asp\">California\u003c/a>. “Forty years from now, we might see these TIMSS scores as the bottom, representing the full impact of the pandemic,” said Loveless. “We might have progress from here on out.”\u003c/p>\n\u003cp>If there is a rebound, we should be able to detect it on the 2024 National Assessment of Educational Progress (NAEP) that was administered earlier this year. Those scores are expected to be released in early 2025. I’ll be watching for them.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-2023-timss/\">\u003cem>TIMSS \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "This Year's FAFSA is Officially Open. Early Review Says It's 'a Piece of Cake'",
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"headTitle": "This Year’s FAFSA is Officially Open. Early Review Says It’s ‘a Piece of Cake’ | KQED",
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"content": "\u003cp>The Free Application for Federal Student Aid (FAFSA) is now open to all students and families hoping to get help paying for college in the 2025-26 school year.\u003c/p>\n\u003cp>After weeks of testing the online form, the U.S. Department of Education released \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">\u003cu>the official application\u003c/u>\u003c/a> on Thursday. (The paper form is also \u003ca href=\"https://studentaid.gov/resources#fafsa\">\u003cu>now available\u003c/u>\u003c/a>.) The online FAFSA may not look new, but it’s certainly improved compared to last year’s version.\u003c/p>\n\u003cp>“It’s a piece of cake, honestly,” says Christina Martinez, a financial aid advisor at California State University, Los Angeles. She has been helping students fill out the form during the testing period, and says, “It’s been going very smoothly.”\u003c/p>\n\u003cp>That’s completely different from what students experienced during the last FAFSA cycle:\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>After a congressionally mandated overhaul intended to simplify the form, the FAFSA was significantly delayed and the rollout was \u003ca href=\"https://www.npr.org/2024/09/24/nx-s1-5121218/fafsa-college-financial-aid-gao\">\u003cu>plagued with problems\u003c/u>\u003c/a>. As a result, many students had to \u003ca href=\"https://www.npr.org/2024/10/10/nx-s1-5144239/fafsa-college-students-education\">\u003cu>wait months longer than usual\u003c/u>\u003c/a> to learn what college would cost them and where they could afford to enroll, forcing many to delay their decisions. \u003ca href=\"https://www.washingtonpost.com/education/2024/10/23/freshman-college-enrollment-decline/\">\u003cu>There’s concern\u003c/u>\u003c/a> some students decided to put off college altogether. \u003ca href=\"https://www.npr.org/2024/09/24/nx-s1-5121218/fafsa-college-financial-aid-gao\">\u003cu>A recent report\u003c/u>\u003c/a> from the U.S. Government Accountability Office (GAO) found that problems with the last FAFSA “contributed to about 9 percent fewer high school seniors and other first time applicants submitting a FAFSA, with the largest declines among lower-income students.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>MorraLee Keller, of the college access nonprofit National College Attainment Network (NCAN), says this year’s form looks almost identical to the one from last year, but the user experience is significantly improved.\u003c/p>\n\u003cp>“We really have to spread a very positive message that there’s been a lot of work put into this system for 2025-26 to make it a whole different experience than last year. So everyone needs to give the system a chance.”\u003c/p>\n\u003ch3>What the Education Department is doing differently this time\u003c/h3>\n\u003cp>Filling out the FAFSA is the only way college students can access financial aid from the federal government and be considered for grants, loans and some scholarships. Every year, more than 17 million students fill out the application.\u003c/p>\n\u003cp>Typically, the form becomes available to all students on Oct. 1. But this year, that’s when the department began testing the form with a limited number of students and institutions. FAFSA Executive Advisor Jeremy Singer said in an August press release that the testing period was intended “to uncover and fix issues with the FAFSA form before the form is available to millions of students and their families.”\u003c/p>\n\u003cp>During the last FAFSA cycle, in addition to glitches in the form, students also struggled to reach FAFSA’s call center for help. According to the GAO, “nearly three quarters of all calls to the call center” went unanswered in the first five months of the rollout. This time around, the Department of Education has increased call center staffing – by nearly 80% since January – and plans to extend the center’s hours of operation.\u003c/p>\n\u003cp>“So far, the call center is doing very well,” U.S. Under Secretary of Education James Kvaal told NPR. “At the volume we’re at now, people are getting their calls answered very, very quickly.”\u003c/p>\n\u003cp>He warns there may be times when higher call volumes lead to wait times, but he’s confident it will be a smoother experience overall.\u003c/p>\n\u003cp>Beth Maglione, CEO and interim president of the National Association of Student Financial Aid Administrators (NASFAA), says she has been keenly monitoring the department’s testing process, and is pleased with what she’s seen.\u003c/p>\n\u003cp>“Federal leaders have sort of listened and taken to heart the lessons learned from last year’s troublesome rollout and have used those lessons to chart a more stable path forward.”\u003c/p>\n\u003ch3>So far, a less painful process\u003c/h3>\n\u003cp>Low-income students and students whose parent or spouse does not have a Social Security number (SSN) – which the GAO refers to as “mixed-status families” – suffered most from the previous FAFSA’s troubled rollout. One challenge for mixed-status families was a glitch that blocked anyone without an SSN from filling out the form.\u003c/p>\n\u003cp>Kvaal says, throughout the beta testing period, “We made a number of changes to make the process easier for parents and spouses who don’t have Social Security numbers. Those people are able to get through now, and that was not always possible six or eight months ago.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>At Cal State LA, where Christina Martinez works, the majority of students are low-income, and many come from mixed-status families. She says most of her students encountered problems with the form last year, but this year is a different story.\u003c/p>\n\u003cp>Martinez says the form has more instructive language that helps students avoid mistakes. On average, she says it’s taking students about 20 minutes to finish the form, although FAFSA’s website suggests allotting about an hour. (The website also includes \u003ca href=\"https://studentaid.gov/help/info-needed\">\u003cu>a checklist\u003c/u>\u003c/a> for how to prepare for the application.)\u003c/p>\n\u003cp>Keller, of NCAN, says while she’s thrilled about the improvements, she’s waiting to see how the new FAFSA system will respond to an increased volume of applications now that the form is officially out of beta testing and open to all families.\u003c/p>\n\u003cp>Keller has one piece of advice for students and families, which Martinez and Maglione echoed: Fill out your FAFSA as soon as possible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Let’s not wait. Jump in. Do your FAFSA as quickly as you can,” Keller says. “Hopefully students being able to start their FAFSA in mid-November is going to result in things like earlier award letters, more time to make decisions, better decisions.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Free Application for Federal Student Aid (FAFSA) is now open to all students and families hoping to get help paying for college in the 2025-26 school year.\u003c/p>\n\u003cp>After weeks of testing the online form, the U.S. Department of Education released \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">\u003cu>the official application\u003c/u>\u003c/a> on Thursday. (The paper form is also \u003ca href=\"https://studentaid.gov/resources#fafsa\">\u003cu>now available\u003c/u>\u003c/a>.) The online FAFSA may not look new, but it’s certainly improved compared to last year’s version.\u003c/p>\n\u003cp>“It’s a piece of cake, honestly,” says Christina Martinez, a financial aid advisor at California State University, Los Angeles. She has been helping students fill out the form during the testing period, and says, “It’s been going very smoothly.”\u003c/p>\n\u003cp>That’s completely different from what students experienced during the last FAFSA cycle:\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>After a congressionally mandated overhaul intended to simplify the form, the FAFSA was significantly delayed and the rollout was \u003ca href=\"https://www.npr.org/2024/09/24/nx-s1-5121218/fafsa-college-financial-aid-gao\">\u003cu>plagued with problems\u003c/u>\u003c/a>. As a result, many students had to \u003ca href=\"https://www.npr.org/2024/10/10/nx-s1-5144239/fafsa-college-students-education\">\u003cu>wait months longer than usual\u003c/u>\u003c/a> to learn what college would cost them and where they could afford to enroll, forcing many to delay their decisions. \u003ca href=\"https://www.washingtonpost.com/education/2024/10/23/freshman-college-enrollment-decline/\">\u003cu>There’s concern\u003c/u>\u003c/a> some students decided to put off college altogether. \u003ca href=\"https://www.npr.org/2024/09/24/nx-s1-5121218/fafsa-college-financial-aid-gao\">\u003cu>A recent report\u003c/u>\u003c/a> from the U.S. Government Accountability Office (GAO) found that problems with the last FAFSA “contributed to about 9 percent fewer high school seniors and other first time applicants submitting a FAFSA, with the largest declines among lower-income students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>MorraLee Keller, of the college access nonprofit National College Attainment Network (NCAN), says this year’s form looks almost identical to the one from last year, but the user experience is significantly improved.\u003c/p>\n\u003cp>“We really have to spread a very positive message that there’s been a lot of work put into this system for 2025-26 to make it a whole different experience than last year. So everyone needs to give the system a chance.”\u003c/p>\n\u003ch3>What the Education Department is doing differently this time\u003c/h3>\n\u003cp>Filling out the FAFSA is the only way college students can access financial aid from the federal government and be considered for grants, loans and some scholarships. Every year, more than 17 million students fill out the application.\u003c/p>\n\u003cp>Typically, the form becomes available to all students on Oct. 1. But this year, that’s when the department began testing the form with a limited number of students and institutions. FAFSA Executive Advisor Jeremy Singer said in an August press release that the testing period was intended “to uncover and fix issues with the FAFSA form before the form is available to millions of students and their families.”\u003c/p>\n\u003cp>During the last FAFSA cycle, in addition to glitches in the form, students also struggled to reach FAFSA’s call center for help. According to the GAO, “nearly three quarters of all calls to the call center” went unanswered in the first five months of the rollout. This time around, the Department of Education has increased call center staffing – by nearly 80% since January – and plans to extend the center’s hours of operation.\u003c/p>\n\u003cp>“So far, the call center is doing very well,” U.S. Under Secretary of Education James Kvaal told NPR. “At the volume we’re at now, people are getting their calls answered very, very quickly.”\u003c/p>\n\u003cp>He warns there may be times when higher call volumes lead to wait times, but he’s confident it will be a smoother experience overall.\u003c/p>\n\u003cp>Beth Maglione, CEO and interim president of the National Association of Student Financial Aid Administrators (NASFAA), says she has been keenly monitoring the department’s testing process, and is pleased with what she’s seen.\u003c/p>\n\u003cp>“Federal leaders have sort of listened and taken to heart the lessons learned from last year’s troublesome rollout and have used those lessons to chart a more stable path forward.”\u003c/p>\n\u003ch3>So far, a less painful process\u003c/h3>\n\u003cp>Low-income students and students whose parent or spouse does not have a Social Security number (SSN) – which the GAO refers to as “mixed-status families” – suffered most from the previous FAFSA’s troubled rollout. One challenge for mixed-status families was a glitch that blocked anyone without an SSN from filling out the form.\u003c/p>\n\u003cp>Kvaal says, throughout the beta testing period, “We made a number of changes to make the process easier for parents and spouses who don’t have Social Security numbers. Those people are able to get through now, and that was not always possible six or eight months ago.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>At Cal State LA, where Christina Martinez works, the majority of students are low-income, and many come from mixed-status families. She says most of her students encountered problems with the form last year, but this year is a different story.\u003c/p>\n\u003cp>Martinez says the form has more instructive language that helps students avoid mistakes. On average, she says it’s taking students about 20 minutes to finish the form, although FAFSA’s website suggests allotting about an hour. (The website also includes \u003ca href=\"https://studentaid.gov/help/info-needed\">\u003cu>a checklist\u003c/u>\u003c/a> for how to prepare for the application.)\u003c/p>\n\u003cp>Keller, of NCAN, says while she’s thrilled about the improvements, she’s waiting to see how the new FAFSA system will respond to an increased volume of applications now that the form is officially out of beta testing and open to all families.\u003c/p>\n\u003cp>Keller has one piece of advice for students and families, which Martinez and Maglione echoed: Fill out your FAFSA as soon as possible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Let’s not wait. Jump in. Do your FAFSA as quickly as you can,” Keller says. “Hopefully students being able to start their FAFSA in mid-November is going to result in things like earlier award letters, more time to make decisions, better decisions.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like we’re skipping past the conversations about what’s ethical,” he said. “I think we’re skipping right to the tools.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\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\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Everybody is trying to find ways to help students catch up after the pandemic. One \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">new data analysis\u003c/a> suggests some promising ideas.\u003c/p>\n\u003cp>\u003ca href=\"https://tntp.org/\">TNTP\u003c/a>, a nonprofit based in New York that advocates for improving K-12 education, wanted to identify schools that are the most effective at helping kids recover academically and understand what those schools are doing differently. These are not schools where students post the highest test scores, but schools where kids learn more each school year than students typically do.\u003c/p>\n\u003cp>TNTP researchers plunged into a giant pool of data housed at \u003ca href=\"https://edopportunity.org/\">Stanford University \u003c/a> that tracked hundreds of millions of students’ scores on state tests at more than half the elementary and middle schools in the nation from 2009 to 2018. The researchers found that at 28,000 of the 51,000 elementary and middle schools in the database, students entered third grade or middle school below grade level. TNTP calculated that the top 5 percent of these start-behind schools – 1,345 of them – were helping students learn at least 1.3 year’s worth of material every year, based on how test scores improved as students progressed from grade to grade. In other words, the students at the top 5 percent of the start-behind schools learned the equivalent of an extra full year or more of math and reading every three years.\u003c/p>\n\u003cp>“Growing at this rate allows most students to catch up to grade level during their time in school,” concluded the \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">report\u003c/a>, which was released in September 2024.\u003c/p>\n\u003cp>Previous researchers conducted a similar analysis in \u003ca href=\"https://cepa.stanford.edu/content/educational-opportunity-early-and-middle-childhood-using-full-population-administrative-data-study-variation-place-and-age\">2017 with whole school districts\u003c/a> instead of individual schools. In that study, \u003ca href=\"https://www.nytimes.com/interactive/2017/12/05/upshot/a-better-way-to-compare-public-schools.html\">Chicago emerged as\u003c/a> the nation’s most effective school district. Like the schools in the 2024 analysis, Chicago didn’t post the highest test scores, but its students were progressing the most each year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There are many schools that are effective at helping students learn, even in high-poverty communities,” said Sean Reardon, a Stanford sociologist who was part of the team that developed the Stanford Education Data Archive. “The TNTP report uses our data to identify some of them and then digs in to understand what makes them particularly effective. This is exactly what we hoped people would do with the data.”\u003c/p>\n\u003cp>TNTP did identify seven of the 1,345 highly effective schools that it selected to study in depth. Only one of the seven schools had a majority Black population, reflecting the fact that Black students are underrepresented at the most effective schools.\u003c/p>\n\u003cp>The seven schools ranged widely. Some were large. Some were small. Some were city schools with many Hispanic students. Others were mostly white, rural schools. They used different instructional materials and did a lot of things differently, but TNTP teased out three traits that it thought these schools had in common.\u003c/p>\n\u003ch2>\u003cstrong>Seven of the 1,345 schools where students started behind but made large learning gains over a decade from 2009 to 2018\u003c/strong>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_64791\" class=\"wp-caption aligncenter\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64791 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png\" alt=\"\" width=\"977\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-800x334.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-768x321.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Red dots represent the seven schools that TNTP named and studied in depth. Green dots represent all 1,345 schools that TNTP identified as producing large annual gains in learning for students who entered school behind grade level. Source: TNTP Opportunity Makers report 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>“What we found was not a silver-bullet solution, a perfect curriculum, or a rockstar principal,” the report said. “Instead, these schools shared a commitment to doing three core things well: they create a culture of belonging, deliver consistent grade-level instruction, and build a coherent instructional program.\u003c/p>\n\u003cp>According to TNTP’s classroom observations, students received good or strong instruction in nine out of 10 classrooms. “Across all classrooms, the steady accumulation of good lessons—not unattainably perfect ones—sets trajectory-changing schools apart,” the report said, contrasting this consistent level of “good” with \u003ca href=\"https://opportunitymyth.tntp.org/\">its earlier observation\u003c/a> that most U.S. schools have some good teaching, but there is a lot of variation from one classroom to the next.\u003c/p>\n\u003cp>In addition to good instruction, TNTP said that students in these seven schools were receiving grade-level content in their English and math classes although most students were behind. Teachers in each school used the same shared curriculum. According to the TNTP report, only about a third of elementary school teachers nationwide say they “mostly use” the curriculum adopted by their school. At Trousdale County Elementary in Tennessee, one of the exemplar schools, 80 percent of teachers said they did.\u003c/p>\n\u003cp>While many education advocates are pushing for the \u003ca href=\"https://www.aei.org/events/the-case-for-curriculum-reform/\">adoption of better curriculum as a lever to improve schools\u003c/a>, “It’s possible to get trajectory-changing results without a perfect curriculum,” TNTP wrote in its report.\u003c/p>\n\u003cp>Teachers also had regular, scheduled sessions to collaborate, discuss their instruction, and note what did and did not work. “Everyone holds the same high expectations and works together to improve,” the report said.\u003c/p>\n\u003cp>The schools also gave students extra instruction to fill knowledge gaps and extra practice to solidify their skills. These extra support classes, called “intervention blocks,” are now commonplace at many low-income schools, but TNTP noted one major difference at the seven schools they studied. The intervention blocks were connected to what students were learning in their main classrooms. That requires school leaders to make sure that interventionists, classroom aides and the main classroom teachers have time to talk and collaborate during the school day.\u003c/p>\n\u003cp>These seven schools all had strong principals. Although many of the principals came and left during the decade that TNTP studied, the schools maintained strong results.\u003c/p>\n\u003cp>The seven schools also emphasized student-teacher relationships and built a caring community. At Brightwood, a small charter school in Washington, D.C., that serves an immigrant population, staff members try to learn the names of every student and to be collectively responsible for both their academics and well-being. During one staff meeting, teachers wrote more than 250 student names on giant pads of paper. Teachers put check marks by each child they felt like they had a genuine relationship with and then brainstormed ways to reach the students without checks.\u003c/p>\n\u003cp>At New Heights Academy Charter School in New York City, each teacher contacts 10 parents a week—by text, email, or phone—and logs the calls in a journal. Teachers don’t just call when something goes wrong. They also reach out to parents to talk about an “A” on a test, academic improvement, or good attendance, the report said.\u003c/p>\n\u003cp>It’s always risky to highlight what successful schools are doing because other educators might be tempted to just copy ideas. But TNTP warns that every school is different. What works in one place might not in another. The organization’s advice for schools is to change one practice at a time, perhaps starting with a category that the school is already pretty good at, and improve it. TNTP warns against trying to change too many things at once.\u003c/p>\n\u003cp>TNTP’s view is that any school can become a highly effective school, and that there aren’t particular educational philosophies or materials that a school must use to accomplish this rare feat. A lot of it is simply about increasing communication among teachers, between teachers and students, and with families. It’s a bit like weight-loss diets that don’t dictate which foods you can and cannot eat, as long as you eat less and exercise more. It’s the basic principles that matter most.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at (212) 678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tntp-effective-schools/\">\u003cem>how to catch up at school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Everybody is trying to find ways to help students catch up after the pandemic. One \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">new data analysis\u003c/a> suggests some promising ideas.\u003c/p>\n\u003cp>\u003ca href=\"https://tntp.org/\">TNTP\u003c/a>, a nonprofit based in New York that advocates for improving K-12 education, wanted to identify schools that are the most effective at helping kids recover academically and understand what those schools are doing differently. These are not schools where students post the highest test scores, but schools where kids learn more each school year than students typically do.\u003c/p>\n\u003cp>TNTP researchers plunged into a giant pool of data housed at \u003ca href=\"https://edopportunity.org/\">Stanford University \u003c/a> that tracked hundreds of millions of students’ scores on state tests at more than half the elementary and middle schools in the nation from 2009 to 2018. The researchers found that at 28,000 of the 51,000 elementary and middle schools in the database, students entered third grade or middle school below grade level. TNTP calculated that the top 5 percent of these start-behind schools – 1,345 of them – were helping students learn at least 1.3 year’s worth of material every year, based on how test scores improved as students progressed from grade to grade. In other words, the students at the top 5 percent of the start-behind schools learned the equivalent of an extra full year or more of math and reading every three years.\u003c/p>\n\u003cp>“Growing at this rate allows most students to catch up to grade level during their time in school,” concluded the \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">report\u003c/a>, which was released in September 2024.\u003c/p>\n\u003cp>Previous researchers conducted a similar analysis in \u003ca href=\"https://cepa.stanford.edu/content/educational-opportunity-early-and-middle-childhood-using-full-population-administrative-data-study-variation-place-and-age\">2017 with whole school districts\u003c/a> instead of individual schools. In that study, \u003ca href=\"https://www.nytimes.com/interactive/2017/12/05/upshot/a-better-way-to-compare-public-schools.html\">Chicago emerged as\u003c/a> the nation’s most effective school district. Like the schools in the 2024 analysis, Chicago didn’t post the highest test scores, but its students were progressing the most each year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There are many schools that are effective at helping students learn, even in high-poverty communities,” said Sean Reardon, a Stanford sociologist who was part of the team that developed the Stanford Education Data Archive. “The TNTP report uses our data to identify some of them and then digs in to understand what makes them particularly effective. This is exactly what we hoped people would do with the data.”\u003c/p>\n\u003cp>TNTP did identify seven of the 1,345 highly effective schools that it selected to study in depth. Only one of the seven schools had a majority Black population, reflecting the fact that Black students are underrepresented at the most effective schools.\u003c/p>\n\u003cp>The seven schools ranged widely. Some were large. Some were small. Some were city schools with many Hispanic students. Others were mostly white, rural schools. They used different instructional materials and did a lot of things differently, but TNTP teased out three traits that it thought these schools had in common.\u003c/p>\n\u003ch2>\u003cstrong>Seven of the 1,345 schools where students started behind but made large learning gains over a decade from 2009 to 2018\u003c/strong>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_64791\" class=\"wp-caption aligncenter\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64791 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png\" alt=\"\" width=\"977\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-800x334.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-768x321.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Red dots represent the seven schools that TNTP named and studied in depth. Green dots represent all 1,345 schools that TNTP identified as producing large annual gains in learning for students who entered school behind grade level. Source: TNTP Opportunity Makers report 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>“What we found was not a silver-bullet solution, a perfect curriculum, or a rockstar principal,” the report said. “Instead, these schools shared a commitment to doing three core things well: they create a culture of belonging, deliver consistent grade-level instruction, and build a coherent instructional program.\u003c/p>\n\u003cp>According to TNTP’s classroom observations, students received good or strong instruction in nine out of 10 classrooms. “Across all classrooms, the steady accumulation of good lessons—not unattainably perfect ones—sets trajectory-changing schools apart,” the report said, contrasting this consistent level of “good” with \u003ca href=\"https://opportunitymyth.tntp.org/\">its earlier observation\u003c/a> that most U.S. schools have some good teaching, but there is a lot of variation from one classroom to the next.\u003c/p>\n\u003cp>In addition to good instruction, TNTP said that students in these seven schools were receiving grade-level content in their English and math classes although most students were behind. Teachers in each school used the same shared curriculum. According to the TNTP report, only about a third of elementary school teachers nationwide say they “mostly use” the curriculum adopted by their school. At Trousdale County Elementary in Tennessee, one of the exemplar schools, 80 percent of teachers said they did.\u003c/p>\n\u003cp>While many education advocates are pushing for the \u003ca href=\"https://www.aei.org/events/the-case-for-curriculum-reform/\">adoption of better curriculum as a lever to improve schools\u003c/a>, “It’s possible to get trajectory-changing results without a perfect curriculum,” TNTP wrote in its report.\u003c/p>\n\u003cp>Teachers also had regular, scheduled sessions to collaborate, discuss their instruction, and note what did and did not work. “Everyone holds the same high expectations and works together to improve,” the report said.\u003c/p>\n\u003cp>The schools also gave students extra instruction to fill knowledge gaps and extra practice to solidify their skills. These extra support classes, called “intervention blocks,” are now commonplace at many low-income schools, but TNTP noted one major difference at the seven schools they studied. The intervention blocks were connected to what students were learning in their main classrooms. That requires school leaders to make sure that interventionists, classroom aides and the main classroom teachers have time to talk and collaborate during the school day.\u003c/p>\n\u003cp>These seven schools all had strong principals. Although many of the principals came and left during the decade that TNTP studied, the schools maintained strong results.\u003c/p>\n\u003cp>The seven schools also emphasized student-teacher relationships and built a caring community. At Brightwood, a small charter school in Washington, D.C., that serves an immigrant population, staff members try to learn the names of every student and to be collectively responsible for both their academics and well-being. During one staff meeting, teachers wrote more than 250 student names on giant pads of paper. Teachers put check marks by each child they felt like they had a genuine relationship with and then brainstormed ways to reach the students without checks.\u003c/p>\n\u003cp>At New Heights Academy Charter School in New York City, each teacher contacts 10 parents a week—by text, email, or phone—and logs the calls in a journal. Teachers don’t just call when something goes wrong. They also reach out to parents to talk about an “A” on a test, academic improvement, or good attendance, the report said.\u003c/p>\n\u003cp>It’s always risky to highlight what successful schools are doing because other educators might be tempted to just copy ideas. But TNTP warns that every school is different. What works in one place might not in another. The organization’s advice for schools is to change one practice at a time, perhaps starting with a category that the school is already pretty good at, and improve it. TNTP warns against trying to change too many things at once.\u003c/p>\n\u003cp>TNTP’s view is that any school can become a highly effective school, and that there aren’t particular educational philosophies or materials that a school must use to accomplish this rare feat. A lot of it is simply about increasing communication among teachers, between teachers and students, and with families. It’s a bit like weight-loss diets that don’t dictate which foods you can and cannot eat, as long as you eat less and exercise more. It’s the basic principles that matter most.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at (212) 678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tntp-effective-schools/\">\u003cem>how to catch up at school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "SOLD OUT: Rethinking Housing in America",
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{
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{
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]
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Mike Kusiak",
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{
"candidateName": "Ramnath “Ram” Shanbhogue",
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]
},
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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},
{
"candidateName": "Brian Donahue",
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"candidateParty": "",
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{
"candidateName": "Walter Pizarro",
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"candidateParty": "",
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{
"candidateName": "John T. Van Geffen",
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"candidateParty": "",
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]
},
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"location": "Alameda",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidateName": "Rinu Nair",
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]
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"candidateParty": "",
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},
{
"candidateName": "Luis Reynoso",
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"candidateParty": "",
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{
"candidateName": "Sara Prada",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Austin Bruckner Carrillo",
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"candidateParty": "",
"voteCount": 18762
},
{
"candidateName": "Simon “Peter” Gutierrez Bufete",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Calyn Kelley",
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"candidateParty": "",
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},
{
"candidateName": "Tom Wong",
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"candidateParty": "",
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]
},
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"id": "AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Lammersville Joint Unified School District Governing Board, Area 1",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Surekha Shekar",
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"candidateParty": "",
"voteCount": 16
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]
},
"AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
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"location": "Alameda",
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"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
"candidateName": "Amanda Pepper",
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"candidateParty": "",
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},
{
"candidateName": "Jean Paulsen",
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"candidateParty": "",
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},
{
"candidateName": "Tara Boyce",
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"candidateParty": "",
"voteCount": 13219
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15223
},
{
"candidateName": "Deena Kaplanis",
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"candidateParty": "",
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]
},
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"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1",
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"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 1",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4547,
"candidates": [
{
"candidateName": "Midji Kuo-Rovetta",
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"candidateParty": "",
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},
{
"candidateName": "Patricio R. Urbi",
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"candidateParty": "",
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{
"candidateName": "Jatinder (JP) K. Sahi",
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"candidateParty": "",
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]
},
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"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2",
"type": "localRace",
"location": "Alameda",
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{
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"candidateName": "Moira “Mimi” Dean",
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{
"candidateName": "Bob Glaze",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"id": "AlamedaMeasureS",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure S",
"raceDescription": "Albany. Appoint city manager. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8274,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5508
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2766
}
]
},
"AlamedaMeasureT": {
"id": "AlamedaMeasureT",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure T",
"raceDescription": "Albany. Eliminate bond requirement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8170,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5793
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2377
}
]
},
"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure U",
"raceDescription": "Albany. Bonding limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7959,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5697
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2262
}
]
},
"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
"raceDescription": "Albany. Youth voting. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8767,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5619
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3148
}
]
},
"AlamedaMeasureW": {
"id": "AlamedaMeasureW",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
"raceDescription": "Berkeley. Property transfer tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51630,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31461
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20169
}
]
},
"AlamedaMeasureX": {
"id": "AlamedaMeasureX",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure X",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 53242,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41819
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11423
}
]
},
"AlamedaMeasureY": {
"id": "AlamedaMeasureY",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52536,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39508
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13028
}
]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52929,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42280
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10649
}
]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
"raceDescription": "Berkeley. Spending limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52282,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46394
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5888
}
]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52882,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23259
}
]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51633,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18070
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33563
}
]
},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49700,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30761
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18939
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52312,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23873
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28439
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31942
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20547
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52229,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16178
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36051
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51108,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22205
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28903
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25701,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13649
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12052
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25445,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19350
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6095
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 46707,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38826
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7881
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15814,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12721
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3093
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35275,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25125
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10150
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 159573,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112971
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46602
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 150503,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110317
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40186
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34880,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15983
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18897
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24809,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20249
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4560
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7969,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2072
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 393
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1490
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1864
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7865.9493,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1823.9955
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2037.9538
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7096,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1633
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1972
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 718
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6949.5470000000005,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1997.5386
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2569.0084
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2383
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52493,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19978
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19633
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11853
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 501
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 528
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49265,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25156
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24109
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6873,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4787
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2086
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6344,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1459
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3359
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6096,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8585,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1721
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5801
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8262,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6267
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7332,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4405
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2927
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 143599,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30485
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4835
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41871
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39258
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2794
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9695
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5629
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 127094,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72315
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54779
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29613,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2581
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22641
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4391
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29252,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24350
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4902
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 20561,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1600
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9871
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6222
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 609
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19506,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11437
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8069
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12299,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6482
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1930
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3887
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12059,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7120
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4939
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13089,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2063
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4428
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4132
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2466
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12106,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6303
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5803
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137594,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56752
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80842
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28794,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22409
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6385
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19777,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8847
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10930
}
]
},
"AlamedaOaklandSchoolDirectorDistrict5": {
"id": "AlamedaOaklandSchoolDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 5 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12041,
"candidates": [
{
"candidateName": "Sasha Ritzie-Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5578
},
{
"candidateName": "Patrice Berry",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6463
}
]
},
"AlamedaOaklandSchoolDirectorDistrict7": {
"id": "AlamedaOaklandSchoolDirectorDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 7 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12366,
"candidates": [
{
"candidateName": "Clifford Thompson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7776
},
{
"candidateName": "Domonic Ware",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4590
}
]
},
"AlamedaSanLeandroCityCouncilDistrict1": {
"id": "AlamedaSanLeandroCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22501,
"candidates": [
{
"candidateName": "Sbeydeh Viveros Walton",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22501
}
]
},
"AlamedaSanLeandroCityCouncilDistrict2": {
"id": "AlamedaSanLeandroCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28755,
"candidates": [
{
"candidateName": "Ed Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14150
},
{
"candidateName": "Bryan Azevedo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14605
}
]
},
"AlamedaSanLeandroCityCouncilDistrict4": {
"id": "AlamedaSanLeandroCityCouncilDistrict4",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 4 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22361,
"candidates": [
{
"candidateName": "Fred Simon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22361
}
]
},
"AlamedaSanLeandroCityCouncilDistrict6": {
"id": "AlamedaSanLeandroCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 6 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27155,
"candidates": [
{
"candidateName": "Robert Aguilar Bulatao",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10457
},
{
"candidateName": "Dylan Boldt",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16698
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea1": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 71155,
"candidates": [
{
"candidateName": "Anthony Edward Caro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28949
},
{
"candidateName": "Daniel Nathan-Heiss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42206
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea3": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
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"raceName": "Marin Municipal Water District Director, Division 5",
"raceDescription": "Top candidate wins seat.",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"candidateParty": "",
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{
"candidateName": "Larry L. Russell",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Dave Keatley",
"candidateIncumbent": false,
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"MarinNorthMarinWaterDistrictDirectorDivision1ShortTerm": {
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"raceName": "North Marin Water District Director, Division 1 — Short Term",
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"dateUpdated": "Dec 3, 2024",
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{
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"MarinNorthMarinWaterDistrictDirectorDivision3": {
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
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"MarinMeasureAA": {
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 66819,
"candidates": [
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{
"candidateName": "No",
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"MarinMeasureC": {
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1120,
"candidates": [
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"voteCount": 807
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{
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "Marin",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5885,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4123
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1762
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"MarinMeasureH": {
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"location": "Marin",
"raceName": "Measure H",
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4403,
"candidates": [
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"voteCount": 1763
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{
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]
},
"MarinMeasureI": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure I",
"raceDescription": "Fairfax. Rent stabilization. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4733,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2991
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1742
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]
},
"MarinMeasureJ": {
"id": "MarinMeasureJ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure J",
"raceDescription": "Fairfax. Infrastructure bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4781,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2966
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1815
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]
},
"MarinMeasureK": {
"id": "MarinMeasureK",
"type": "localRace",
"location": "Marin",
"raceName": "Measure K",
"raceDescription": "Larkspur. Rent increase limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7144,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2710
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4434
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]
},
"MarinMeasureL": {
"id": "MarinMeasureL",
"type": "localRace",
"location": "Marin",
"raceName": "Measure L",
"raceDescription": "Mill Valley. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8565,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1942
}
]
},
"MarinMeasureM": {
"id": "MarinMeasureM",
"type": "localRace",
"location": "Marin",
"raceName": "Measure M",
"raceDescription": "Novato. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 26157,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15151
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11006
}
]
},
"MarinMeasureN": {
"id": "MarinMeasureN",
"type": "localRace",
"location": "Marin",
"raceName": "Measure N",
"raceDescription": "San Anselmo. Rent increase limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7470,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2756
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4714
}
]
},
"MarinMeasureO": {
"id": "MarinMeasureO",
"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
"raceDescription": "San Anselmo. Tenant benefits. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7560,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2556
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5004
}
]
},
"MarinMeasureP": {
"id": "MarinMeasureP",
"type": "localRace",
"location": "Marin",
"raceName": "Measure P",
"raceDescription": "San Rafael. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23788,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11413
}
]
},
"MarinMeasureQ": {
"id": "MarinMeasureQ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure Q",
"raceDescription": "Stinson Beach Fire Protection District. Spending limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 332,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 309
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
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]
},
"MarinMeasureR": {
"id": "MarinMeasureR",
"type": "localRace",
"location": "Marin",
"raceName": "Measure R",
"raceDescription": "Stinson Beach Fire Protection District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 335,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274
},
{
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"candidateIncumbent": false,
"candidateParty": "",
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]
},
"NapaNapaCountyBoardofEducationTrusteeArea5": {
"id": "NapaNapaCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7504,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2163
},
{
"candidateName": "Gerald Parrott \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 5341
}
]
},
"NapaSolanoCountyBoardofEducationTrusteeArea2": {
"id": "NapaSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28859,
"candidates": [
{
"candidateName": "Bonnie Hamilton",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10075
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5417
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13367
}
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},
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{
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{
"candidateName": "Kevin “KDub” West",
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},
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"type": "localRace",
"location": "Napa",
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"timeUpdated": "7:25 PM",
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{
"candidateName": "Eve Ryser",
"candidateIncumbent": true,
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"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5": {
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"location": "Napa",
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{
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{
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{
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"timeUpdated": "7:25 PM",
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{
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"candidateIncumbent": false,
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"timeUpdated": "7:25 PM",
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{
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{
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{
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"location": "Napa",
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{
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{
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{
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{
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{
"candidateName": "Hector R. Marroquin",
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{
"candidateName": "Aaron Barak",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
"candidateName": "Robert Moore",
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{
"candidateName": "Pam Reeves",
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{
"candidateName": "Eric E. Knight",
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"location": "Napa",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 42267,
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{
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{
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"NapaMeasureU": {
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"location": "Napa",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 60783,
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{
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"location": "Napa",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "San Francisco",
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"raceType": "top4",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
"candidateName": "Jaime Huling",
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{
"candidateName": "Ann Hsu",
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{
"candidateName": "John Jersin",
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{
"candidateName": "Parag Gupta",
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{
"candidateName": "Matt Alexander",
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{
"candidateName": "Supryia Marie Ray",
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{
"candidateName": "Virginia Cheung",
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{
"candidateName": "Min Chang",
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{
"candidateName": "Maddy Krantz",
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"location": "San Francisco",
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
"candidateName": "Leanna C. Louie",
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{
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{
"candidateName": "Julio J. Ramos",
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{
"candidateName": "Aliya Chisti",
"candidateIncumbent": true,
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{
"candidateName": "Ben Kaplan",
"candidateIncumbent": false,
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"voteCount": 49320
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{
"candidateName": "Alan Wong",
"candidateIncumbent": true,
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{
"candidateName": "Luis Zamora",
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Dana Lang",
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"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137871,
"candidates": [
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{
"candidateName": "Joe Sangirardi",
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"location": "San Francisco",
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "San Francisco",
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"type": "localRace",
"location": "San Francisco",
"raceName": "Measure C",
"raceDescription": "San Francisco. Inspector General position. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370366,
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{
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"SFMeasureD": {
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"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
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"type": "localRace",
"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363854,
"candidates": [
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{
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"SFMeasureF": {
"id": "SFMeasureF",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure F",
"raceDescription": "San Francisco. Police pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 361671,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 163835
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 197836
}
]
},
"SFMeasureG": {
"id": "SFMeasureG",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure G",
"raceDescription": "San Francisco. Affordable housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370824,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 217807
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 153017
}
]
},
"SFMeasureH": {
"id": "SFMeasureH",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure H",
"raceDescription": "San Francisco. Firefighter pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 365942,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192601
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 173341
}
]
},
"SFMeasureI": {
"id": "SFMeasureI",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure I",
"raceDescription": "San Francisco. Nurse and 911 operator pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363459,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 261318
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102141
}
]
},
"SFMeasureJ": {
"id": "SFMeasureJ",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure J",
"raceDescription": "San Francisco. City spending. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 362785,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 297972
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 64813
}
]
},
"SFMeasureK": {
"id": "SFMeasureK",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure K",
"raceDescription": "San Francisco. Permanently closing Upper Great Highway to private vehicles. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 206042
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 170447
}
]
},
"SFMeasureL": {
"id": "SFMeasureL",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure L",
"raceDescription": "San Francisco. Transportation network companies tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 369575,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 210375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 159200
}
]
},
"SFMeasureM": {
"id": "SFMeasureM",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure M",
"raceDescription": "San Francisco. Business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 342310,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 237930
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 104380
}
]
},
"SFMeasureN": {
"id": "SFMeasureN",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure N",
"raceDescription": "San Francisco. Student loan reimbursement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363432,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 187979
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 175453
}
]
},
"SFMeasureO": {
"id": "SFMeasureO",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure O",
"raceDescription": "San Francisco. Reproductive rights. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 373249,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 312914
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 60335
}
]
},
"SFMayorRound1": {
"id": "SFMayorRound1",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 390180,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95117
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72115
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1319
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2079
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2897
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102720
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89215
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 812
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11425
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1613
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 412
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8665
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 331477,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149113
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182364
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35478,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 899
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14755
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16670
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1810
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34299,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16499
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17800
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28758,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8489
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3753
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1565
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11272
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2800
}
]
},
"SFBoardofSupervisorsDistrict3FinalRound": {
"id": "SFBoardofSupervisorsDistrict3FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25568,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11512
},
{
"candidateName": "Moe Jamil (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Wendy Ha Chau (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Eduard Navarro (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14056
},
{
"candidateName": "Matthew Susk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict5": {
"id": "SFBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29698,
"candidates": [
{
"candidateName": "Autumn Hope Looijen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2606
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11840
},
{
"candidateName": "Scotty Jacobs",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2796
},
{
"candidateName": "Allen Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 444
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12012
}
]
},
"SFBoardofSupervisorsDistrict5FinalRound": {
"id": "SFBoardofSupervisorsDistrict5FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27818,
"candidates": [
{
"candidateName": "Autumn Hope Looijen (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14741
},
{
"candidateName": "Scotty Jacobs (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Allen Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13077
}
]
},
"SFBoardofSupervisorsDistrict7": {
"id": "SFBoardofSupervisorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 37318,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17532
},
{
"candidateName": "Stephen Martin-Pinto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5135
},
{
"candidateName": "Edward S. Yee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1244
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13407
}
]
},
"SFBoardofSupervisorsDistrict7FinalRound": {
"id": "SFBoardofSupervisorsDistrict7FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35412,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 18916
},
{
"candidateName": "Stephen Martin-Pinto (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Edward S. Yee (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16496
}
]
},
"SFBoardofSupervisorsDistrict9": {
"id": "SFBoardofSupervisorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32731,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13844
},
{
"candidateName": "Stephen Jon Torres",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1140
},
{
"candidateName": "Roberto Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6606
},
{
"candidateName": "Jaime Gutierrez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 931
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9042
},
{
"candidateName": "Julian Bermudez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 600
},
{
"candidateName": "H. Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 568
}
]
},
"SFBoardofSupervisorsDistrict9FinalRound": {
"id": "SFBoardofSupervisorsDistrict9FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29409,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17546
},
{
"candidateName": "Stephen Jon Torres (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Roberto Hernandez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jaime Gutierrez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11863
},
{
"candidateName": "Julian Bermudez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "H. Brown (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict11": {
"id": "SFBoardofSupervisorsDistrict11",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 First Round",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27928,
"candidates": [
{
"candidateName": "Oscar Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2896
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8675
},
{
"candidateName": "Roger Marenco",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 604
},
{
"candidateName": "Jose Morales",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 629
},
{
"candidateName": "Ernest “EJ” Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5441
},
{
"candidateName": "Adlah Chisti",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1434
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{
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{
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