Charter schools have improved in the past 15 years, but many still fail students, researchers say
Three tools to help educators better understand what students need
How Testing Kids For Skills Can Hurt Those Lacking Knowledge
How to Boost Math Skills in the Early Grades
Improving Academics: Why School Climate Matters
Is Technology Widening Opportunity Gaps Between Rich And Poor Kids?
Facing Race Issues In the Classroom: How To Connect With Students
Strategies to Reach Every Student, Regardless of Language Barrier
What Can We Learn From the Global Effort Around Mobile Learning?
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FM","link":"/"}},"mindshift_61825":{"type":"posts","id":"mindshift_61825","meta":{"index":"posts_1591205157","site":"mindshift","id":"61825","score":null,"sort":[1686564058000]},"guestAuthors":[],"slug":"charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","title":"Charter schools have improved in the past 15 years, but many still fail students, researchers say","publishDate":1686564058,"format":"standard","headTitle":"Charter schools have improved in the past 15 years, but many still fail students, researchers say | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">After years of disappointing, confusing and uneven results, charter schools are generally getting better at educating students. These schools, which are publicly financed but privately run, still have shortcomings and a large subset of them fail students, particularly those with disabilities. But the latest national study from a Stanford University research group calculates that students, on average, learned more at charter schools between the years of 2014 and 2019 than similar students did at their traditional local public schools. The researchers matched charter school students with a “virtual twin”– a composite student who is otherwise similar to the charter school student but attended traditional public schools – and compared academic progress between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We find that this improvement is because schools are getting better, not because newer, better schools are opening,” said Margaret Raymond, director of Stanford’s Center for Research on Education Outcomes (CREDO), which released its \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/\">\u003cspan style=\"font-weight: 400\">third national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in June 2023. “We see that existing schools are getting better over time and that’s a hugely positive story.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hundreds of charter schools were not only outperforming traditional public schools, but had also lifted the achievement of Black and Hispanic students so much that they were learning as much in math and reading as white students and sometimes more, the study found. Racial gaps in learning – a stubborn problem in education – had been eliminated at these charters, which the researchers dubbed “gap busters.” Those findings may provide the best justification for establishing charters, which were intended to be laboratories of experimentation to improve public education.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Starting in the “pits”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The outlook for charter schools didn’t seem nearly this rosy back in 2009, when Stanford’s Center for Research on Education Outcomes (CREDO) released its \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/multiple_choice_credo.pdf\">\u003cspan style=\"font-weight: 400\">first national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a time of bipartisan support for charter schools and rapid charter school expansion with more than 4,700 charter schools educating over 1.4 million students across 40 states. But CREDO found that the academic results for charter school students were far worse than at traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond, the director of CREDO, recalls the moment in less than scientific terms. “It was the pits,” she said and charter school advocates were “pissed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61827\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png\" alt=\"\" width=\"780\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-768x310.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Improvement over time: annual academic growth of charter school students compared with traditional public school students across three national studies \u003ccite>(The National Charter School III Study 2023, CREDO, Stanford University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years later in 2013, as the number of charter schools swelled to 6,000 students and educated 2.3 million students, there were signs of improvement. CREDO’s \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/ncss_2013_final_draft.pdf\">\u003cspan style=\"font-weight: 400\">second study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">documented that reading achievement at charters flipped from negative to positive territory. Math scores improved a lot too, but they were still slightly lower than at traditional public schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though trends were heading in a positive direction, it was unclear whether the progress would continue. “In many ways, we’ve been holding our breath for the last 10 years,” said Raymond. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Favored by Black and Hispanic families\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the latest available data from the 2020-21 school year, there are now 7,800 charters serving \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">3.7 million students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s a big increase, but still a small number compared to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">45 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> children who attend traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disadvantaged children and children of color are more likely to attend charters. Sixty percent of charter school students are poor enough to qualify for free or reduced price lunch. More than a third of charter school students are Hispanic and a quarter are Black, compared with their 26% and 14% shares of the youth population, respectively. Fewer than 30% of charter school students are white. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black and Hispanic students appear to be doing much better at charter schools, on average, than at traditional public schools. For example, a typical Black student learned the equivalent of 40 more days worth of reading at a charter school in a year, according to the third CREDO study. White students, by contrast, tended to learn no more at charter schools; their annual reading gains were the same at traditional schools and their annual math gains were significantly \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">weaker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> than at traditional schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the academic gains for Black students at charter schools, the achievement gap between Black and white students remains large. A typical Black student student learned two thirds as much in reading as a typical white student did during a school year. In traditional public schools, by comparison, Black students learned only half as much as their white peers in the subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found more than 400 charter schools out of the 6800 they analyzed that managed to avoid these achievement gaps, but they declined to identify them by name. “We have a policy that we don’t name schools because we would then be potentially opening them up to very rapid consequences, both positive and negative,” said Raymond. “We don’t want to be market makers. That’s not our job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the appendix to the \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CREDO identifies the names of charter management organizations (CMOs), charter school chains running multiple schools, that have succeeded in “gap busting.” They include most of the KIPP network schools, Success Academy and the Rocketship schools. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61826\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png\" alt=\"\" width=\"780\" height=\"477\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-768x470.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of all public school students enrolled in public charter schools, by state: Fall 2021 \u003ccite>(U.S. Department of Education, National Center for Education Statistics, Public Charter School Enrollment)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in charter schools varies regionally. More than 10% of all public school students attend them in California, Arizona, Utah, Nevada and Colorado. Meanwhile, there are no charter schools in the upper midwest states of Montana, Nebraska, North Dakota and South Dakota.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charter schools are also primarily an urban phenomenon. More than 85% of charter school students are in cities and suburbs. Less than 15% of charter schools students are in rural areas or small towns. Los Angeles is the U.S. city with the most charter school students with over 150,000. In San Antonio, Texas, charters educate more than half of the city’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>No clear advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, students attending charter schools learned the equivalent of an extra 16 days of reading, compared to what similar students learned in 180 days in a traditional public school, and an extra six days in math. Though a few extra days worth of learning may not sound impressive, Raymond noted that this incremental progress bucks the educational stagnation and declines seen in the rest of the nation during these years, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reading/nation/scores/?grade=8\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which measures the reading and math levels of fourth and eighth graders across the country and is viewed as a reliable yardstick of academic achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Urban charter schools had the best results with nearly 30 extra days of growth in reading and math, compared to students in traditional public schools. Students in rural charter schools were not doing well in math; they tended to lag behind public school peers by 10 days of learning in this subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One frustrating upshot to this body of research is how little concrete advice there is in it for schools. Raymond and her colleagues primarily focused on outcomes and didn’t look under the hood to understand what curriculum and other choices schools are making to get such great results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have investigated whether there’s anything common among the schools that do really, really well and the answer is there isn’t,” said Raymond. “From a policymaker standpoint, that’s sort of a bummer. But it also means that any school can do this. You don’t have to be a particular flavor, or size or shape in order to be successful. There’s lots of pathways to success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some exemplary schools had a “no excuses” strict discipline approach to education. Others had a more lenient culture. Some schools changed their approach during the study period and were able to maintain strong academic performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From Raymond’s vantage point, the reason for many charters’ success lies in the combination of flexibility and accountability. Charter schools are freed from many regulations, which allow them, for example, to schedule longer school days and hold classes on weekends. New York City is now requiring elementary schools to choose from \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.html\">\u003cspan style=\"font-weight: 400\">three different reading curriculums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; charters are exempt. But, unlike traditional public schools, charter schools have to report on student progress every few years – the frequency varies by state and by charter authorizer – in order to renew their charters. The threat of closure looms if results are not good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s that balance of go out, try new things, build new ideas, test them out, tweak them, tinker, do whatever,” Raymond said. “And know that at some point, you’re going to have to be seriously reviewed for renewal.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online charters “devastating” for kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many charter schools of poor quality continue to operate. The worst results were posted by online charter schools, also known as virtual schools, which enroll six percent of the nation’s 3.7 million charter school students. Students at these schools learned the equivalent of 58 fewer days in reading and 124 fewer days in math than their public school peers. That’s like missing one third of the school year in reading and two thirds of the school year in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The numbers are just really devastating for kids,” said Raymond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools run by charter management organizations [CMOs], the groups that operate multiple schools, generally offered a better education than single, stand-alone charter schools. But a quarter of the CMO schools were still underperforming traditional public schools. “It was a surprise to us that there are still CMOs out there that are replicating even though they’re not doing well by kids,” she said, blaming authorizers for not cracking down on poor performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(The \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s appendix also lists CMOs where students aren’t doing well, as measured by student test scores, and they include several well-known charter school chains that have received positive press.)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Backsliding in Washington D.C. and New Orleans\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores at some previously strong charter schools declined. The largest decreases in reading and math between the second study in 2013 and the third study in 2023 were documented in Louisiana and Washington, D.C. After Hurricane Katrina in 2005, New Orleans converted nearly all of its public schools to charter schools and its early successes were viewed as proof of the charter school concept. That strength has not persisted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with disabilities are another area of “real concern,” Raymond said. They are not getting as good an education at charter schools as they are in traditional schools.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Changes in methodology\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond said that the third study covers over 90% of the nation’s charter school students, though it captures only 31 states and the District of Columbia. Some states, such as Alabama, had too few charter schools to make negotiating a data sharing agreement worthwhile. Georgia, which does have a substantial number of charter schools, declined to participate in the third study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some criticize the methodology used in the Stanford studies. Critics point out that charter schools cream the best students and counsel out difficult students; it might not be fair to compare charter students to those left behind in the public schools, even if they have similar demographic characteristics and initial test scores. High-achieving children from devoted families who opted for charter schools might have done just as well or better in their neighborhood schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Stanford researchers still stand by their approach, though they have refined how they match student test scores between charter and traditional public schools. In this third study, they refuted the perception that “better” students go to charter schools. They found the opposite in 17 states, where considerably lower achieving students enrolled in charter schools. Those “left behind” in traditional district schools were generally much higher achieving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other researchers have taken a different analytical approach, studying lotteries for charter schools that have more applicants than seats available. Presumably all the families who enter the lottery are educationally ambitious and it’s a fairer comparison between those who win and lose seats. In many of these studies, \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/jep.30.3.57\">\u003cspan style=\"font-weight: 400\">students in charter schools outperform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our method comes really, really close to what they find,” said Raymond. “No single study, no triplets of studies are going to be definitive. It takes all of this layering of evidence for a fairly long period of time.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say/\">\u003ci>\u003cspan style=\"font-weight: 400\">national charter school study\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A third national study found that hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities.","status":"publish","parent":0,"modified":1686455738,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2211},"headData":{"title":"Charter schools have improved in the past 15 years, but many still fail students, researchers say | KQED","description":"Hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities, the study finds.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities, the study finds.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Charter schools have improved in the past 15 years, but many still fail students, researchers say","datePublished":"2023-06-12T10:00:58.000Z","dateModified":"2023-06-11T03:55:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61825/charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After years of disappointing, confusing and uneven results, charter schools are generally getting better at educating students. These schools, which are publicly financed but privately run, still have shortcomings and a large subset of them fail students, particularly those with disabilities. But the latest national study from a Stanford University research group calculates that students, on average, learned more at charter schools between the years of 2014 and 2019 than similar students did at their traditional local public schools. The researchers matched charter school students with a “virtual twin”– a composite student who is otherwise similar to the charter school student but attended traditional public schools – and compared academic progress between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We find that this improvement is because schools are getting better, not because newer, better schools are opening,” said Margaret Raymond, director of Stanford’s Center for Research on Education Outcomes (CREDO), which released its \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/\">\u003cspan style=\"font-weight: 400\">third national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in June 2023. “We see that existing schools are getting better over time and that’s a hugely positive story.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hundreds of charter schools were not only outperforming traditional public schools, but had also lifted the achievement of Black and Hispanic students so much that they were learning as much in math and reading as white students and sometimes more, the study found. Racial gaps in learning – a stubborn problem in education – had been eliminated at these charters, which the researchers dubbed “gap busters.” Those findings may provide the best justification for establishing charters, which were intended to be laboratories of experimentation to improve public education.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Starting in the “pits”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The outlook for charter schools didn’t seem nearly this rosy back in 2009, when Stanford’s Center for Research on Education Outcomes (CREDO) released its \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/multiple_choice_credo.pdf\">\u003cspan style=\"font-weight: 400\">first national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a time of bipartisan support for charter schools and rapid charter school expansion with more than 4,700 charter schools educating over 1.4 million students across 40 states. But CREDO found that the academic results for charter school students were far worse than at traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond, the director of CREDO, recalls the moment in less than scientific terms. “It was the pits,” she said and charter school advocates were “pissed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61827\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png\" alt=\"\" width=\"780\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-768x310.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Improvement over time: annual academic growth of charter school students compared with traditional public school students across three national studies \u003ccite>(The National Charter School III Study 2023, CREDO, Stanford University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years later in 2013, as the number of charter schools swelled to 6,000 students and educated 2.3 million students, there were signs of improvement. CREDO’s \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/ncss_2013_final_draft.pdf\">\u003cspan style=\"font-weight: 400\">second study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">documented that reading achievement at charters flipped from negative to positive territory. Math scores improved a lot too, but they were still slightly lower than at traditional public schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though trends were heading in a positive direction, it was unclear whether the progress would continue. “In many ways, we’ve been holding our breath for the last 10 years,” said Raymond. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Favored by Black and Hispanic families\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the latest available data from the 2020-21 school year, there are now 7,800 charters serving \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">3.7 million students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s a big increase, but still a small number compared to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">45 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> children who attend traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disadvantaged children and children of color are more likely to attend charters. Sixty percent of charter school students are poor enough to qualify for free or reduced price lunch. More than a third of charter school students are Hispanic and a quarter are Black, compared with their 26% and 14% shares of the youth population, respectively. Fewer than 30% of charter school students are white. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black and Hispanic students appear to be doing much better at charter schools, on average, than at traditional public schools. For example, a typical Black student learned the equivalent of 40 more days worth of reading at a charter school in a year, according to the third CREDO study. White students, by contrast, tended to learn no more at charter schools; their annual reading gains were the same at traditional schools and their annual math gains were significantly \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">weaker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> than at traditional schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the academic gains for Black students at charter schools, the achievement gap between Black and white students remains large. A typical Black student student learned two thirds as much in reading as a typical white student did during a school year. In traditional public schools, by comparison, Black students learned only half as much as their white peers in the subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found more than 400 charter schools out of the 6800 they analyzed that managed to avoid these achievement gaps, but they declined to identify them by name. “We have a policy that we don’t name schools because we would then be potentially opening them up to very rapid consequences, both positive and negative,” said Raymond. “We don’t want to be market makers. That’s not our job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the appendix to the \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CREDO identifies the names of charter management organizations (CMOs), charter school chains running multiple schools, that have succeeded in “gap busting.” They include most of the KIPP network schools, Success Academy and the Rocketship schools. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61826\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png\" alt=\"\" width=\"780\" height=\"477\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-768x470.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of all public school students enrolled in public charter schools, by state: Fall 2021 \u003ccite>(U.S. Department of Education, National Center for Education Statistics, Public Charter School Enrollment)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in charter schools varies regionally. More than 10% of all public school students attend them in California, Arizona, Utah, Nevada and Colorado. Meanwhile, there are no charter schools in the upper midwest states of Montana, Nebraska, North Dakota and South Dakota.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charter schools are also primarily an urban phenomenon. More than 85% of charter school students are in cities and suburbs. Less than 15% of charter schools students are in rural areas or small towns. Los Angeles is the U.S. city with the most charter school students with over 150,000. In San Antonio, Texas, charters educate more than half of the city’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>No clear advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, students attending charter schools learned the equivalent of an extra 16 days of reading, compared to what similar students learned in 180 days in a traditional public school, and an extra six days in math. Though a few extra days worth of learning may not sound impressive, Raymond noted that this incremental progress bucks the educational stagnation and declines seen in the rest of the nation during these years, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reading/nation/scores/?grade=8\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which measures the reading and math levels of fourth and eighth graders across the country and is viewed as a reliable yardstick of academic achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Urban charter schools had the best results with nearly 30 extra days of growth in reading and math, compared to students in traditional public schools. Students in rural charter schools were not doing well in math; they tended to lag behind public school peers by 10 days of learning in this subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One frustrating upshot to this body of research is how little concrete advice there is in it for schools. Raymond and her colleagues primarily focused on outcomes and didn’t look under the hood to understand what curriculum and other choices schools are making to get such great results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have investigated whether there’s anything common among the schools that do really, really well and the answer is there isn’t,” said Raymond. “From a policymaker standpoint, that’s sort of a bummer. But it also means that any school can do this. You don’t have to be a particular flavor, or size or shape in order to be successful. There’s lots of pathways to success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some exemplary schools had a “no excuses” strict discipline approach to education. Others had a more lenient culture. Some schools changed their approach during the study period and were able to maintain strong academic performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From Raymond’s vantage point, the reason for many charters’ success lies in the combination of flexibility and accountability. Charter schools are freed from many regulations, which allow them, for example, to schedule longer school days and hold classes on weekends. New York City is now requiring elementary schools to choose from \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.html\">\u003cspan style=\"font-weight: 400\">three different reading curriculums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; charters are exempt. But, unlike traditional public schools, charter schools have to report on student progress every few years – the frequency varies by state and by charter authorizer – in order to renew their charters. The threat of closure looms if results are not good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s that balance of go out, try new things, build new ideas, test them out, tweak them, tinker, do whatever,” Raymond said. “And know that at some point, you’re going to have to be seriously reviewed for renewal.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online charters “devastating” for kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many charter schools of poor quality continue to operate. The worst results were posted by online charter schools, also known as virtual schools, which enroll six percent of the nation’s 3.7 million charter school students. Students at these schools learned the equivalent of 58 fewer days in reading and 124 fewer days in math than their public school peers. That’s like missing one third of the school year in reading and two thirds of the school year in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The numbers are just really devastating for kids,” said Raymond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools run by charter management organizations [CMOs], the groups that operate multiple schools, generally offered a better education than single, stand-alone charter schools. But a quarter of the CMO schools were still underperforming traditional public schools. “It was a surprise to us that there are still CMOs out there that are replicating even though they’re not doing well by kids,” she said, blaming authorizers for not cracking down on poor performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(The \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s appendix also lists CMOs where students aren’t doing well, as measured by student test scores, and they include several well-known charter school chains that have received positive press.)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Backsliding in Washington D.C. and New Orleans\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores at some previously strong charter schools declined. The largest decreases in reading and math between the second study in 2013 and the third study in 2023 were documented in Louisiana and Washington, D.C. After Hurricane Katrina in 2005, New Orleans converted nearly all of its public schools to charter schools and its early successes were viewed as proof of the charter school concept. That strength has not persisted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with disabilities are another area of “real concern,” Raymond said. They are not getting as good an education at charter schools as they are in traditional schools.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Changes in methodology\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond said that the third study covers over 90% of the nation’s charter school students, though it captures only 31 states and the District of Columbia. Some states, such as Alabama, had too few charter schools to make negotiating a data sharing agreement worthwhile. Georgia, which does have a substantial number of charter schools, declined to participate in the third study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some criticize the methodology used in the Stanford studies. Critics point out that charter schools cream the best students and counsel out difficult students; it might not be fair to compare charter students to those left behind in the public schools, even if they have similar demographic characteristics and initial test scores. High-achieving children from devoted families who opted for charter schools might have done just as well or better in their neighborhood schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Stanford researchers still stand by their approach, though they have refined how they match student test scores between charter and traditional public schools. In this third study, they refuted the perception that “better” students go to charter schools. They found the opposite in 17 states, where considerably lower achieving students enrolled in charter schools. Those “left behind” in traditional district schools were generally much higher achieving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other researchers have taken a different analytical approach, studying lotteries for charter schools that have more applicants than seats available. Presumably all the families who enter the lottery are educationally ambitious and it’s a fairer comparison between those who win and lose seats. In many of these studies, \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/jep.30.3.57\">\u003cspan style=\"font-weight: 400\">students in charter schools outperform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our method comes really, really close to what they find,” said Raymond. “No single study, no triplets of studies are going to be definitive. It takes all of this layering of evidence for a fairly long period of time.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say/\">\u003ci>\u003cspan style=\"font-weight: 400\">national charter school study\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61825/charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","authors":["byline_mindshift_61825"],"categories":["mindshift_21504"],"tags":["mindshift_179","mindshift_958","mindshift_21471","mindshift_79"],"featImg":"mindshift_61828","label":"mindshift"},"mindshift_59217":{"type":"posts","id":"mindshift_59217","meta":{"index":"posts_1591205157","site":"mindshift","id":"59217","score":null,"sort":[1648454759000]},"guestAuthors":[],"slug":"three-tools-to-help-educators-better-understand-what-students-need","title":"Three tools to help educators better understand what students need","publishDate":1648454759,"format":"standard","headTitle":"Three tools to help educators better understand what students need | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","status":"publish","parent":0,"modified":1713642578,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1876},"headData":{"title":"Three tools to help educators better understand what students need | KQED","description":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three tools to help educators better understand what students need","datePublished":"2022-03-28T08:05:59.000Z","dateModified":"2024-04-20T19:49:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_108","mindshift_21250","mindshift_21403","mindshift_631","mindshift_21906","mindshift_381","mindshift_91","mindshift_20779"],"featImg":"mindshift_59230","label":"mindshift"},"mindshift_54054":{"type":"posts","id":"mindshift_54054","meta":{"index":"posts_1591205157","site":"mindshift","id":"54054","score":null,"sort":[1565594291000]},"guestAuthors":[],"slug":"how-testing-kids-for-skills-hurts-those-lacking-knowledge","title":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge","publishDate":1565594291,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">THE KNOWLEDGE GAP\u003c/a> by Natalie Wexler, published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2019 by Natalie Wexler.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Natalie Wexler\u003c/strong>\u003c/p>\n\u003cp>In 1987, two researchers in Wisconsin, Donna Recht and Lauren Leslie, constructed a miniature baseball field and installed it in an empty classroom in a junior high school. They peopled it with four-inch wooden baseball players arranged to simulate the beginning of a game. Then they brought in sixty-four seventh- and eighth-grade students who had been tested both for their general reading ability and their knowledge of baseball.\u003c/p>\n\u003cp>The goal was to determine to what extent a child’s ability to understand a text depended on her prior knowledge of the topic. Recht and Leslie chose baseball because they figured lots of kids in junior high school who weren’t great readers nevertheless knew a fair amount about the subject. Each student was asked to read a text\u003cbr>\ndescribing half an inning of a fictional baseball game and move the wooden figures around the board to reenact the action described.\u003c/p>\n\u003cp>\u003cem>Churniak swings and hits a slow bouncing ball toward the shortstop, the passage began. Haley comes in, fields it, and throws to first, but too late. Churniak is on first with a single, Johnson stayed on third. The next batter is Whitcomb, the Cougars’ left-fielder.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It turned out that prior knowledge of baseball made a huge difference in students’ ability to understand the text—more of a difference than their supposed reading level. The kids who knew little about baseball, including the “good” readers, all did poorly. And among those who knew a lot about baseball, the “good” readers and the “bad” readers all did well. In fact, the bad readers who knew a lot about baseball outperformed the good readers who didn’t.\u003c/p>\n\u003cp>In another study, researchers read preschoolers from mixed socioeconomic backgrounds a book about birds, a subject they had determined the higher-income kids already knew more about. When they tested comprehension, the wealthier children did significantly better. But then they read a story about a subject neither group knew anything about: made-up animals called \u003cem>wugs\u003c/em>. When prior knowledge was equalized, comprehension was essentially the same. In other words, the gap in comprehension wasn’t a gap in skills. It was a gap in knowledge.\u003c/p>\n\u003cp>The implication is clear: abstract “reading ability” is largely a mirage constructed by reading tests. A student’s ability to comprehend a text will vary depending on his familiarity with the subject; no degree of “skill” will help if he lacks the knowledge to understand it. While instruction in the early grades has focused on “learning to read” rather than “reading to learn,” educators have overlooked the fact that part of “learning to read” is acquiring knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">\u003cimg class=\"alignright wp-image-54059 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/THE-KNOWLEDGE-GAP-cover-art-2-e1565030189581.jpeg\" alt=\"\" width=\"300\" height=\"453\">\u003c/a>Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that \u003cem>some\u003c/em> instruction in \u003cem>some\u003c/em> comprehension strategies can be helpful for \u003cem>some\u003c/em> children, there’s no reason to believe it can turn struggling readers into accomplished ones.\u003c/p>\n\u003cp>That’s particularly true when it comes to nonfiction, which generally assumes more specialized background knowledge. To acquire the knowledge and vocabulary that will help them understand nonfiction, children need to do more than read a single book on a topic before skipping to another one while practicing how to identify text features or determine text structure. They need to stick with a topic for days or weeks, encountering the same vocabulary and concepts repeatedly so they will stick. Knowing how to identify a caption in a book about sea mammals is unlikely to help them understand a book about the solar system or the Civil War.\u003c/p>\n\u003cp>It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called “a knowledge party”—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t \u003cem>end\u003c/em> with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.\u003c/p>\n\u003cp>Children of wealthier and more educated parents may not be gaining much knowledge of the world at school, but they typically acquire more of it \u003cem>outside\u003c/em> school than their disadvantaged peers. And that often boosts their performance on tests. In countries that have a national curriculum, standardized tests can focus on the content required at each grade level. But in the United States, where schools are all teaching different things, test designers try to assess general reading ability by presenting students with passages on a range of subjects and asking multiple-choice questions. Many of these questions mirror the American approach to literacy\u003cbr>\ninstruction: What’s the main idea? What’s the author’s purpose? What inferences can you make?\u003c/p>\n\u003cp>Test designers also attempt to compensate for the inevitable variation in students’ background knowledge. Students living in the West might happen to know more about the Rocky Mountains, while those in the South might know more about hurricanes. So the tests might include one passage on each topic. But kids with less overall knowledge and vocabulary are always at a disadvantage. While the tests purport to measure skills, it’s impossible for students to demonstrate those skills if they haven’t understood the text in the first place.\u003c/p>\n\u003cp>The bottom line is that the test-score gap is, at its heart, a knowledge gap. The theory behind skills-focused instruction is that if students read enough, diligently practicing their skills, they will gradually advance from one level to the next, and their test scores will improve.\u003c/p>\n\u003cp>But there’s little evidence to support that theory. Often, difficulties begin to emerge in fourth grade, when children are confronted with nonfiction and texts that use more sophisticated vocabulary. At high-poverty schools, it’s not unusual to find eleventh- and twelfth-graders reading at fifth- or sixth- grade levels. In many cases, they continue to be assigned texts at their individual levels rather than at the levels expected for their grade—the levels that most of their more affluent peers have reached.\u003c/p>\n\u003cp>“Leveled texts,” one reading expert has observed, “lead to leveled lives.”\u003c/p>\n\u003cp>It’s not that educators are unaware of the importance of knowledge and vocabulary. One frequently taught reading comprehension strategy is “activating prior knowledge.” If the story is about a trip on an airplane, for example, the teacher might ask kids if they’ve ever taken one. And if a text assumes knowledge many students don’t have, he might quickly supply it. But that kind of on the spot injection of information is unlikely to stick without reinforcement.\u003c/p>\n\u003cp>Teachers are more likely to be aware of the need to build students’ vocabulary rather than their knowledge; those gaps are more obvious, and more research has been done on the importance of vocabulary to comprehension. To be sure, it’s important to focus on words that are used frequently in academic writing but are unlikely to be acquired through spoken language—words like \u003cem>merchant\u003c/em>, \u003cem>fortunate\u003c/em>, and \u003cem>benevolent\u003c/em>. But it’s impossible to equip children with all the vocabulary they need by teaching it to them directly.\u003c/p>\n\u003cp>During the first several years of schooling, children add eight words a day to their vocabularies, on average; the only way to expand vocabulary that quickly is to expand knowledge. A single word is often just the tip of an iceberg of concepts and meanings, inseparable from the knowledge in which it is embedded. If you understand the word \u003cem>oar\u003c/em>, for example, you’re probably also familiar with the concepts of rowboats and paddling.\u003c/p>\n\u003cp>But building knowledge is trickier than teaching vocabulary. Teachers sometimes overestimate what children already know: I watched a class of second-graders struggle for half an hour through a text about slavery before their teacher realized they didn’t understand the word \u003cem>slavery\u003c/em>. Kindergarteners in one low-income community had an average score in the fifth percentile on a vocabulary test, which reflected their inability to identify pictures showing the meanings of words like \u003cem>penguin\u003c/em>, \u003cem>sewing\u003c/em>, or \u003cem>parachute\u003c/em>, and educators have told me of students who don’t know simple words like \u003cem>behind\u003c/em> and \u003cem>bead\u003c/em>.\u003c/p>\n\u003cp>At the same time, teachers can \u003cem>underestimate\u003c/em> students’ capabilities. In addition to limiting children to books at their supposed levels, they may explain an entire text in simple language before reading it aloud, thus depriving students of the chance to wrest meaning from complex language themselves.\u003c/p>\n\u003cp>“I believe what everybody believes,” said one fifth grade teacher at a high-poverty school in Nevada. “I don’t mean to believe it, but it gets into you—this idea that certain learners are less capable of engaging with certain content. And I think that we’ve been making a lot of mistakes based in compassion for our students . . . We make this great effort to smooth the road for them.”\u003c/p>\n\u003cp>After experimenting with a text she was sure would be too challenging for her students—and being surprised by how well they did—she came to realize that she’d been doing them a disservice. “Unless they learn to navigate the bumps,” she said, “we’re not teaching them to be thinkers or readers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://nataliewexler.com/\">\u003cimg class=\"alignleft size-full wp-image-54056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg\" alt=\"\" width=\"273\" height=\"322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg 273w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253-160x189.jpeg 160w\" sizes=\"(max-width: 273px) 100vw, 273px\">Natalie Wexler\u003c/a> is an education journalist whose work has appeared in the New York Times, The Atlantic, The Washington Post and other publications. She coauthor, with Judith C. Hochman, of\u003ca href=\"https://nataliewexler.com/the-writing-revolution/\"> The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades.\u003c/a> You can follow her at \u003ca href=\"https://twitter.com/natwexler\">@natwexler\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The effort to teach kids skills hasn't adequately addressed the knowledge kids need to make sense of those skills. Journalist Natalie Wexler describes how achievement is tied to knowledge that isn't necessarily taught in schools.","status":"publish","parent":0,"modified":1565594729,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1746},"headData":{"title":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge | KQED","description":"The effort to teach kids skills hasn't adequately addressed the knowledge kids need to make sense of those skills. Journalist Natalie Wexler describes how achievement is tied to knowledge that isn't necessarily taught in schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge","datePublished":"2019-08-12T07:18:11.000Z","dateModified":"2019-08-12T07:25:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54054 https://ww2.kqed.org/mindshift/?p=54054","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/12/how-testing-kids-for-skills-hurts-those-lacking-knowledge/","disqusTitle":"How Testing Kids For Skills Can Hurt Those Lacking Knowledge","path":"/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">THE KNOWLEDGE GAP\u003c/a> by Natalie Wexler, published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2019 by Natalie Wexler.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Natalie Wexler\u003c/strong>\u003c/p>\n\u003cp>In 1987, two researchers in Wisconsin, Donna Recht and Lauren Leslie, constructed a miniature baseball field and installed it in an empty classroom in a junior high school. They peopled it with four-inch wooden baseball players arranged to simulate the beginning of a game. Then they brought in sixty-four seventh- and eighth-grade students who had been tested both for their general reading ability and their knowledge of baseball.\u003c/p>\n\u003cp>The goal was to determine to what extent a child’s ability to understand a text depended on her prior knowledge of the topic. Recht and Leslie chose baseball because they figured lots of kids in junior high school who weren’t great readers nevertheless knew a fair amount about the subject. Each student was asked to read a text\u003cbr>\ndescribing half an inning of a fictional baseball game and move the wooden figures around the board to reenact the action described.\u003c/p>\n\u003cp>\u003cem>Churniak swings and hits a slow bouncing ball toward the shortstop, the passage began. Haley comes in, fields it, and throws to first, but too late. Churniak is on first with a single, Johnson stayed on third. The next batter is Whitcomb, the Cougars’ left-fielder.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It turned out that prior knowledge of baseball made a huge difference in students’ ability to understand the text—more of a difference than their supposed reading level. The kids who knew little about baseball, including the “good” readers, all did poorly. And among those who knew a lot about baseball, the “good” readers and the “bad” readers all did well. In fact, the bad readers who knew a lot about baseball outperformed the good readers who didn’t.\u003c/p>\n\u003cp>In another study, researchers read preschoolers from mixed socioeconomic backgrounds a book about birds, a subject they had determined the higher-income kids already knew more about. When they tested comprehension, the wealthier children did significantly better. But then they read a story about a subject neither group knew anything about: made-up animals called \u003cem>wugs\u003c/em>. When prior knowledge was equalized, comprehension was essentially the same. In other words, the gap in comprehension wasn’t a gap in skills. It was a gap in knowledge.\u003c/p>\n\u003cp>The implication is clear: abstract “reading ability” is largely a mirage constructed by reading tests. A student’s ability to comprehend a text will vary depending on his familiarity with the subject; no degree of “skill” will help if he lacks the knowledge to understand it. While instruction in the early grades has focused on “learning to read” rather than “reading to learn,” educators have overlooked the fact that part of “learning to read” is acquiring knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/\">\u003cimg class=\"alignright wp-image-54059 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/THE-KNOWLEDGE-GAP-cover-art-2-e1565030189581.jpeg\" alt=\"\" width=\"300\" height=\"453\">\u003c/a>Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that \u003cem>some\u003c/em> instruction in \u003cem>some\u003c/em> comprehension strategies can be helpful for \u003cem>some\u003c/em> children, there’s no reason to believe it can turn struggling readers into accomplished ones.\u003c/p>\n\u003cp>That’s particularly true when it comes to nonfiction, which generally assumes more specialized background knowledge. To acquire the knowledge and vocabulary that will help them understand nonfiction, children need to do more than read a single book on a topic before skipping to another one while practicing how to identify text features or determine text structure. They need to stick with a topic for days or weeks, encountering the same vocabulary and concepts repeatedly so they will stick. Knowing how to identify a caption in a book about sea mammals is unlikely to help them understand a book about the solar system or the Civil War.\u003c/p>\n\u003cp>It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called “a knowledge party”—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t \u003cem>end\u003c/em> with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.\u003c/p>\n\u003cp>Children of wealthier and more educated parents may not be gaining much knowledge of the world at school, but they typically acquire more of it \u003cem>outside\u003c/em> school than their disadvantaged peers. And that often boosts their performance on tests. In countries that have a national curriculum, standardized tests can focus on the content required at each grade level. But in the United States, where schools are all teaching different things, test designers try to assess general reading ability by presenting students with passages on a range of subjects and asking multiple-choice questions. Many of these questions mirror the American approach to literacy\u003cbr>\ninstruction: What’s the main idea? What’s the author’s purpose? What inferences can you make?\u003c/p>\n\u003cp>Test designers also attempt to compensate for the inevitable variation in students’ background knowledge. Students living in the West might happen to know more about the Rocky Mountains, while those in the South might know more about hurricanes. So the tests might include one passage on each topic. But kids with less overall knowledge and vocabulary are always at a disadvantage. While the tests purport to measure skills, it’s impossible for students to demonstrate those skills if they haven’t understood the text in the first place.\u003c/p>\n\u003cp>The bottom line is that the test-score gap is, at its heart, a knowledge gap. The theory behind skills-focused instruction is that if students read enough, diligently practicing their skills, they will gradually advance from one level to the next, and their test scores will improve.\u003c/p>\n\u003cp>But there’s little evidence to support that theory. Often, difficulties begin to emerge in fourth grade, when children are confronted with nonfiction and texts that use more sophisticated vocabulary. At high-poverty schools, it’s not unusual to find eleventh- and twelfth-graders reading at fifth- or sixth- grade levels. In many cases, they continue to be assigned texts at their individual levels rather than at the levels expected for their grade—the levels that most of their more affluent peers have reached.\u003c/p>\n\u003cp>“Leveled texts,” one reading expert has observed, “lead to leveled lives.”\u003c/p>\n\u003cp>It’s not that educators are unaware of the importance of knowledge and vocabulary. One frequently taught reading comprehension strategy is “activating prior knowledge.” If the story is about a trip on an airplane, for example, the teacher might ask kids if they’ve ever taken one. And if a text assumes knowledge many students don’t have, he might quickly supply it. But that kind of on the spot injection of information is unlikely to stick without reinforcement.\u003c/p>\n\u003cp>Teachers are more likely to be aware of the need to build students’ vocabulary rather than their knowledge; those gaps are more obvious, and more research has been done on the importance of vocabulary to comprehension. To be sure, it’s important to focus on words that are used frequently in academic writing but are unlikely to be acquired through spoken language—words like \u003cem>merchant\u003c/em>, \u003cem>fortunate\u003c/em>, and \u003cem>benevolent\u003c/em>. But it’s impossible to equip children with all the vocabulary they need by teaching it to them directly.\u003c/p>\n\u003cp>During the first several years of schooling, children add eight words a day to their vocabularies, on average; the only way to expand vocabulary that quickly is to expand knowledge. A single word is often just the tip of an iceberg of concepts and meanings, inseparable from the knowledge in which it is embedded. If you understand the word \u003cem>oar\u003c/em>, for example, you’re probably also familiar with the concepts of rowboats and paddling.\u003c/p>\n\u003cp>But building knowledge is trickier than teaching vocabulary. Teachers sometimes overestimate what children already know: I watched a class of second-graders struggle for half an hour through a text about slavery before their teacher realized they didn’t understand the word \u003cem>slavery\u003c/em>. Kindergarteners in one low-income community had an average score in the fifth percentile on a vocabulary test, which reflected their inability to identify pictures showing the meanings of words like \u003cem>penguin\u003c/em>, \u003cem>sewing\u003c/em>, or \u003cem>parachute\u003c/em>, and educators have told me of students who don’t know simple words like \u003cem>behind\u003c/em> and \u003cem>bead\u003c/em>.\u003c/p>\n\u003cp>At the same time, teachers can \u003cem>underestimate\u003c/em> students’ capabilities. In addition to limiting children to books at their supposed levels, they may explain an entire text in simple language before reading it aloud, thus depriving students of the chance to wrest meaning from complex language themselves.\u003c/p>\n\u003cp>“I believe what everybody believes,” said one fifth grade teacher at a high-poverty school in Nevada. “I don’t mean to believe it, but it gets into you—this idea that certain learners are less capable of engaging with certain content. And I think that we’ve been making a lot of mistakes based in compassion for our students . . . We make this great effort to smooth the road for them.”\u003c/p>\n\u003cp>After experimenting with a text she was sure would be too challenging for her students—and being surprised by how well they did—she came to realize that she’d been doing them a disservice. “Unless they learn to navigate the bumps,” she said, “we’re not teaching them to be thinkers or readers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://nataliewexler.com/\">\u003cimg class=\"alignleft size-full wp-image-54056\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg\" alt=\"\" width=\"273\" height=\"322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253.jpeg 273w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Natalie-Wexler-author-photo-c-Nina-Subin--e1565030862253-160x189.jpeg 160w\" sizes=\"(max-width: 273px) 100vw, 273px\">Natalie Wexler\u003c/a> is an education journalist whose work has appeared in the New York Times, The Atlantic, The Washington Post and other publications. She coauthor, with Judith C. Hochman, of\u003ca href=\"https://nataliewexler.com/the-writing-revolution/\"> The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades.\u003c/a> You can follow her at \u003ca href=\"https://twitter.com/natwexler\">@natwexler\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_179","mindshift_20784","mindshift_1040","mindshift_550","mindshift_21128","mindshift_21254","mindshift_883","mindshift_291"],"featImg":"mindshift_54061","label":"mindshift"},"mindshift_51605":{"type":"posts","id":"mindshift_51605","meta":{"index":"posts_1591205157","site":"mindshift","id":"51605","score":null,"sort":[1531119670000]},"guestAuthors":[],"slug":"how-to-boost-math-skills-in-the-early-grades","title":"How to Boost Math Skills in the Early Grades","publishDate":1531119670,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Early math skills, though critical to academic success, get far less attention than literacy in high-poverty classrooms. One Illinois school district is working to change that.\r\n","status":"publish","parent":0,"modified":1531117761,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1946},"headData":{"title":"How to Boost Math Skills in the Early Grades | KQED","description":"Early math skills, though critical to academic success, get far less attention than literacy in high-poverty classrooms. One Illinois school district is working to change that.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Boost Math Skills in the Early Grades","datePublished":"2018-07-09T07:01:10.000Z","dateModified":"2018-07-09T06:29:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51605 https://ww2.kqed.org/mindshift/?p=51605","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/09/how-to-boost-math-skills-in-the-early-grades/","disqusTitle":"How to Boost Math Skills in the Early Grades","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>","path":"/mindshift/51605/how-to-boost-math-skills-in-the-early-grades","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51605/how-to-boost-math-skills-in-the-early-grades","authors":["byline_mindshift_51605"],"categories":["mindshift_192"],"tags":["mindshift_179","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_392"],"featImg":"mindshift_51607","label":"mindshift"},"mindshift_46849":{"type":"posts","id":"mindshift_46849","meta":{"index":"posts_1591205157","site":"mindshift","id":"46849","score":null,"sort":[1478025994000]},"guestAuthors":[],"slug":"improving-academics-why-school-climate-matters","title":"Improving Academics: Why School Climate Matters","publishDate":1478025994,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Research shows that the way a school \"feels\" can help kids learn. But school climate remains a hard concept to define and measure.","status":"publish","parent":0,"modified":1478026094,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":808},"headData":{"title":"Improving Academics: Why School Climate Matters | KQED","description":"Research shows that the way a school "feels" can help kids learn. But school climate remains a hard concept to define and measure.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Improving Academics: Why School Climate Matters","datePublished":"2016-11-01T18:46:34.000Z","dateModified":"2016-11-01T18:48:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46849 http://ww2.kqed.org/mindshift/?p=46849","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/01/improving-academics-why-school-climate-matters/","disqusTitle":"Improving Academics: Why School Climate Matters","nprImageCredit":"LA Johnson","nprByline":"Kat Lonsdorf","nprImageAgency":"NPR","nprStoryId":"500060004","nprApiLink":"http://api.npr.org/query?id=500060004&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/11/01/500060004/how-a-happy-school-can-help-students-succeed?ft=nprml&f=500060004","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Nov 2016 11:00:00 -0400","nprStoryDate":"Tue, 01 Nov 2016 00:05:00 -0400","nprLastModifiedDate":"Tue, 01 Nov 2016 11:00:14 -0400","path":"/mindshift/46849/improving-academics-why-school-climate-matters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46849/improving-academics-why-school-climate-matters","authors":["byline_mindshift_46849"],"categories":["mindshift_1"],"tags":["mindshift_179","mindshift_20974","mindshift_21049","mindshift_943"],"featImg":"mindshift_46850","label":"mindshift"},"mindshift_36537":{"type":"posts","id":"mindshift_36537","meta":{"index":"posts_1591205157","site":"mindshift","id":"36537","score":null,"sort":[1403897126000]},"guestAuthors":[],"slug":"is-technology-widening-opportunity-gaps-between-rich-and-poor-kids","title":"Is Technology Widening Opportunity Gaps Between Rich And Poor Kids?","publishDate":1403897126,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36538\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/opportunity-gap.jpg\">\u003cimg class=\"size-full wp-image-36538\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/opportunity-gap.jpg\" alt=\"(Tina Barseghian)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Tina Barseghian)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The local name for the Philadelphia neighborhood of Kensington is “the Badlands,” and with good reason. Pockmarked with empty lots and burned-out row houses, the area has an unemployment rate of 29 percent and a poverty rate of 90 percent. Just a few miles to the northwest, the genteel neighborhood of Chestnut Hill seems to belong to a different universe. Here, educated professionals shop the boutiques along Germantown Avenue and return home to gracious stone and brick houses, the average price of which hovers above $400,000.\u003c/p>\n\u003cp>Within these very different communities, however, are two places remarkably similar in the resources they provide: the local public libraries. Each has been retooled with banks of new computers, the latest software and speedy Internet access. Susan B. Neuman, a professor of early childhood and literacy education at New York University, and Donna C. Celano, an assistant professor of communication at LaSalle University in Philadelphia, spent hundreds of hours in the Chestnut Hill and Badlands libraries, watching how patrons used the books and computers on offer.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9a8fc50cb7bffbee8608b4f676bc63d7\"]\u003c/p>\n\u003cp>The two were especially interested in how the introduction of computers might “level the playing field” for the neighborhoods’ young people, children of “concentrated affluence” and “concentrated poverty.” They undertook their observations in a hopeful frame of mind: “Given the wizardry of these machines and their ability to support children’s self-teaching,” they wondered, “might we begin to see a closing of the opportunity gap?”\u003c/p>\n\u003cp>Many hours of observation and analysis later, Neuman and Celanano were forced to acknowledge a radically different outcome: “The very tool designed to level the playing field is, in fact, un-leveling it,” they wrote in a \u003ca href=\"http://store.tcpress.com/0807753580.shtml\" target=\"_blank\">2012 book based on their Philadelphia library study\u003c/a>. With the spread of educational technology, they predicted, “the not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Neuman and Celano are not the only researchers to reach this surprising and distressing conclusion. While technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect: it is increasing the gap between rich and poor, between whites and minorities, and between the school-ready and the less-prepared.\u003c/p>\n\u003cp>This is not a story of the familiar “digital divide” — a lack of access to technology for poor and minority children. This has to do, rather, with a phenomenon Neuman and Celano observed again and again in the two libraries: granted access to technology, affluent kids and poor kids use tech differently. They select different programs and features, engage in different types of mental activity, and come away with different kinds of knowledge and experience.\u003c/p>\n\u003cp>The un-leveling impact of technology also has to do with a phenomenon known as the “Matthew Effect”: the tendency for early advantages to multiply over time. Sociologist Robert Merton coined the term in 1968, making reference to a line in the gospel of Matthew (“for whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath”).\u003c/p>\n\u003cp class=\"pull-quote half right\">\"The very tool designed to level the playing field is, in fact, un-leveling it. The not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://eric.ed.gov./?id=EJ343639\" target=\"_blank\">paper published in 1986\u003c/a>, psychologists Keith E. Stanovich and Anne E. Cunningham applied the Matthew Effect to reading. They showed that children who get off to a strong early start with reading acquire more vocabulary words and more background knowledge, which in turn makes reading easier and more enjoyable, leading them to read still more: a virtuous cycle of achievement. Children who struggle early on with reading fail to acquire vocabulary and knowledge, find reading even more difficult as a result, and consequently do it less: a dispiriting downward spiral.\u003c/p>\n\u003cp>Now researchers are beginning to document a digital Matthew Effect, in which the already advantaged gain more from technology than do the less fortunate. As with books and reading, the most knowledgeable, most experienced, and most supported students are those best positioned to use computers to leap further ahead. For example: In Texas’s \u003ca href=\"http://eric.ed.gov/?id=ED536296\" target=\"_blank\">Technology Immersion Pilot\u003c/a>, a $20 million project carried out there beginning in 2003, laptops were randomly assigned to public middle school students. The benefit of owning one of these computers, researchers later determined, was significantly greater for those students whose test scores were high to begin with.\u003c/p>\n\u003cp>This may stem in part from the influence of adults on children’s computer activities, as Susan Neuman and Donna Celano observed in the libraries they monitored. At the Chestnut Hill library, they found, young visitors to the computer area were almost always accompanied by a parent or grandparent. Adults positioned themselves close to the children and close to the screen, offering a stream of questions and suggestions. Kids were steered away from games and toward educational programs emphasizing letters, numbers and shapes. When the children became confused or frustrated, the grownups guided them to a solution.\u003c/p>\n\u003cp>The Badlands library boasted computers and software identical to Chestnut Hill’s, but here, children manipulated the computers on their own, while accompanying adults watched silently or remained in other areas of the library altogether. Lacking the “scaffolding” provided by the Chestnut Hill parents, the Badlands kids clicked around frenetically, rarely staying with one program for long. Older children figured out how to use the programs as games; younger children became discouraged and banged on the keyboard or wandered away.\u003c/p>\n\u003cp>These different patterns of use had quantifiable effects on the children’s learning, Neuman and Celano showed. Chestnut Hill preschoolers encountered twice as many written words on computer screens as did Badlands children; the more affluent toddlers received 17 times as much adult attention while using the library’s computers as did their less privileged counterparts. The researchers documented differences among older kids as well: Chestnut Hill “tweens,” or 10- to 13-year-olds, spent five times as long reading informational text on computers as did Badlands tweens, who tended to gravitate toward online games and entertainment. When Badlands tweens did seek out information on the web, it was related to their homework only 9 percent of the time, while 39 percent of the Chestnut Hill tweens’ information searches were homework-related.\u003c/p>\n\u003cp>Research is finding other differences in how economically disadvantaged children use technology. Some evidence suggests, for example, that schools in low-income neighborhoods are more apt to employ computers for drill and practice sessions than for creative or innovative projects. Poor children also bring less knowledge to their encounters with computers. Crucially, the comparatively rich background knowledge possessed by high-income students is not only about technology itself, but about everything in the wide world beyond one’s neighborhood. Not only are affluent kids more likely to know how to Google; they’re more likely to know what to Google for.\u003c/p>\n\u003cp>Slogans like “one laptop per child” and “one-to-one computing” evoke an appealingly egalitarian vision: If every child has a computer, every child is starting off on equal footing. But though the sameness of the hardware may feel satisfyingly fair, it is superficial. A computer in the hands of a disadvantaged child is in an important sense not the same thing as a computer in the hands of a child of privilege.\u003c/p>\n\u003cp>The focus of educators, politicians, and philanthropists on differences in access to technology has obscured another problem: what some call “the second digital divide,” or differences in the use of technology. Access to adequate equipment and reliable high-speed connections remains a concern, of course. But improving the way that technology is employed in learning is an even bigger and more important issue. Addressing it would require a focus on people: training teachers, librarians, parents and children themselves to use computers effectively. It would require a focus on practices: what one researcher has called the dynamic “social envelope” that surrounds the hunks of plastic and silicon on our desks. And it would require a focus on knowledge: background knowledge that is both broad and deep. (The Common Core Standards, which do not so much as mention technology, may be education’s most significant contribution to true computer literacy.)\u003c/p>\n\u003cp>It would take all this to begin to “level the playing field” for America’s students—far more than a bank of computers in a library, or even one laptop per child.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article originally appeared on the \u003ca href=\"http://hechingerreport.org/content/educational-technology-isnt-leveling-playing-field_16499/\" target=\"_blank\">Hechinger Report\u003c/a> and \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2014/06/neuman_celano_library_study_educational_technology_worsens_achievement_gaps.html\" target=\"_blank\">Slate\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The way kids interact with computers and software -- and the support they get from adults -- is more important to improve learning outcomes than merely having access to the technology, study finds.","status":"publish","parent":0,"modified":1403897126,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1490},"headData":{"title":"Is Technology Widening Opportunity Gaps Between Rich And Poor Kids? | KQED","description":"The way kids interact with computers and software -- and the support they get from adults -- is more important to improve learning outcomes than merely having access to the technology, study finds.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Technology Widening Opportunity Gaps Between Rich And Poor Kids?","datePublished":"2014-06-27T19:25:26.000Z","dateModified":"2014-06-27T19:25:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36537 http://blogs.kqed.org/mindshift/?p=36537","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/27/is-technology-widening-opportunity-gaps-between-rich-and-poor-kids/","disqusTitle":"Is Technology Widening Opportunity Gaps Between Rich And Poor Kids?","path":"/mindshift/36537/is-technology-widening-opportunity-gaps-between-rich-and-poor-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36538\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/opportunity-gap.jpg\">\u003cimg class=\"size-full wp-image-36538\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/opportunity-gap.jpg\" alt=\"(Tina Barseghian)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/opportunity-gap-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Tina Barseghian)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The local name for the Philadelphia neighborhood of Kensington is “the Badlands,” and with good reason. Pockmarked with empty lots and burned-out row houses, the area has an unemployment rate of 29 percent and a poverty rate of 90 percent. Just a few miles to the northwest, the genteel neighborhood of Chestnut Hill seems to belong to a different universe. Here, educated professionals shop the boutiques along Germantown Avenue and return home to gracious stone and brick houses, the average price of which hovers above $400,000.\u003c/p>\n\u003cp>Within these very different communities, however, are two places remarkably similar in the resources they provide: the local public libraries. Each has been retooled with banks of new computers, the latest software and speedy Internet access. Susan B. Neuman, a professor of early childhood and literacy education at New York University, and Donna C. Celano, an assistant professor of communication at LaSalle University in Philadelphia, spent hundreds of hours in the Chestnut Hill and Badlands libraries, watching how patrons used the books and computers on offer.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The two were especially interested in how the introduction of computers might “level the playing field” for the neighborhoods’ young people, children of “concentrated affluence” and “concentrated poverty.” They undertook their observations in a hopeful frame of mind: “Given the wizardry of these machines and their ability to support children’s self-teaching,” they wondered, “might we begin to see a closing of the opportunity gap?”\u003c/p>\n\u003cp>Many hours of observation and analysis later, Neuman and Celanano were forced to acknowledge a radically different outcome: “The very tool designed to level the playing field is, in fact, un-leveling it,” they wrote in a \u003ca href=\"http://store.tcpress.com/0807753580.shtml\" target=\"_blank\">2012 book based on their Philadelphia library study\u003c/a>. With the spread of educational technology, they predicted, “the not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Neuman and Celano are not the only researchers to reach this surprising and distressing conclusion. While technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect: it is increasing the gap between rich and poor, between whites and minorities, and between the school-ready and the less-prepared.\u003c/p>\n\u003cp>This is not a story of the familiar “digital divide” — a lack of access to technology for poor and minority children. This has to do, rather, with a phenomenon Neuman and Celano observed again and again in the two libraries: granted access to technology, affluent kids and poor kids use tech differently. They select different programs and features, engage in different types of mental activity, and come away with different kinds of knowledge and experience.\u003c/p>\n\u003cp>The un-leveling impact of technology also has to do with a phenomenon known as the “Matthew Effect”: the tendency for early advantages to multiply over time. Sociologist Robert Merton coined the term in 1968, making reference to a line in the gospel of Matthew (“for whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath”).\u003c/p>\n\u003cp class=\"pull-quote half right\">\"The very tool designed to level the playing field is, in fact, un-leveling it. The not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://eric.ed.gov./?id=EJ343639\" target=\"_blank\">paper published in 1986\u003c/a>, psychologists Keith E. Stanovich and Anne E. Cunningham applied the Matthew Effect to reading. They showed that children who get off to a strong early start with reading acquire more vocabulary words and more background knowledge, which in turn makes reading easier and more enjoyable, leading them to read still more: a virtuous cycle of achievement. Children who struggle early on with reading fail to acquire vocabulary and knowledge, find reading even more difficult as a result, and consequently do it less: a dispiriting downward spiral.\u003c/p>\n\u003cp>Now researchers are beginning to document a digital Matthew Effect, in which the already advantaged gain more from technology than do the less fortunate. As with books and reading, the most knowledgeable, most experienced, and most supported students are those best positioned to use computers to leap further ahead. For example: In Texas’s \u003ca href=\"http://eric.ed.gov/?id=ED536296\" target=\"_blank\">Technology Immersion Pilot\u003c/a>, a $20 million project carried out there beginning in 2003, laptops were randomly assigned to public middle school students. The benefit of owning one of these computers, researchers later determined, was significantly greater for those students whose test scores were high to begin with.\u003c/p>\n\u003cp>This may stem in part from the influence of adults on children’s computer activities, as Susan Neuman and Donna Celano observed in the libraries they monitored. At the Chestnut Hill library, they found, young visitors to the computer area were almost always accompanied by a parent or grandparent. Adults positioned themselves close to the children and close to the screen, offering a stream of questions and suggestions. Kids were steered away from games and toward educational programs emphasizing letters, numbers and shapes. When the children became confused or frustrated, the grownups guided them to a solution.\u003c/p>\n\u003cp>The Badlands library boasted computers and software identical to Chestnut Hill’s, but here, children manipulated the computers on their own, while accompanying adults watched silently or remained in other areas of the library altogether. Lacking the “scaffolding” provided by the Chestnut Hill parents, the Badlands kids clicked around frenetically, rarely staying with one program for long. Older children figured out how to use the programs as games; younger children became discouraged and banged on the keyboard or wandered away.\u003c/p>\n\u003cp>These different patterns of use had quantifiable effects on the children’s learning, Neuman and Celano showed. Chestnut Hill preschoolers encountered twice as many written words on computer screens as did Badlands children; the more affluent toddlers received 17 times as much adult attention while using the library’s computers as did their less privileged counterparts. The researchers documented differences among older kids as well: Chestnut Hill “tweens,” or 10- to 13-year-olds, spent five times as long reading informational text on computers as did Badlands tweens, who tended to gravitate toward online games and entertainment. When Badlands tweens did seek out information on the web, it was related to their homework only 9 percent of the time, while 39 percent of the Chestnut Hill tweens’ information searches were homework-related.\u003c/p>\n\u003cp>Research is finding other differences in how economically disadvantaged children use technology. Some evidence suggests, for example, that schools in low-income neighborhoods are more apt to employ computers for drill and practice sessions than for creative or innovative projects. Poor children also bring less knowledge to their encounters with computers. Crucially, the comparatively rich background knowledge possessed by high-income students is not only about technology itself, but about everything in the wide world beyond one’s neighborhood. Not only are affluent kids more likely to know how to Google; they’re more likely to know what to Google for.\u003c/p>\n\u003cp>Slogans like “one laptop per child” and “one-to-one computing” evoke an appealingly egalitarian vision: If every child has a computer, every child is starting off on equal footing. But though the sameness of the hardware may feel satisfyingly fair, it is superficial. A computer in the hands of a disadvantaged child is in an important sense not the same thing as a computer in the hands of a child of privilege.\u003c/p>\n\u003cp>The focus of educators, politicians, and philanthropists on differences in access to technology has obscured another problem: what some call “the second digital divide,” or differences in the use of technology. Access to adequate equipment and reliable high-speed connections remains a concern, of course. But improving the way that technology is employed in learning is an even bigger and more important issue. Addressing it would require a focus on people: training teachers, librarians, parents and children themselves to use computers effectively. It would require a focus on practices: what one researcher has called the dynamic “social envelope” that surrounds the hunks of plastic and silicon on our desks. And it would require a focus on knowledge: background knowledge that is both broad and deep. (The Common Core Standards, which do not so much as mention technology, may be education’s most significant contribution to true computer literacy.)\u003c/p>\n\u003cp>It would take all this to begin to “level the playing field” for America’s students—far more than a bank of computers in a library, or even one laptop per child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article originally appeared on the \u003ca href=\"http://hechingerreport.org/content/educational-technology-isnt-leveling-playing-field_16499/\" target=\"_blank\">Hechinger Report\u003c/a> and \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2014/06/neuman_celano_library_study_educational_technology_worsens_achievement_gaps.html\" target=\"_blank\">Slate\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36537/is-technology-widening-opportunity-gaps-between-rich-and-poor-kids","authors":["4355"],"categories":["mindshift_192"],"tags":["mindshift_179","mindshift_252","mindshift_20701","mindshift_1040"],"featImg":"mindshift_36538","label":"mindshift"},"mindshift_34806":{"type":"posts","id":"mindshift_34806","meta":{"index":"posts_1591205157","site":"mindshift","id":"34806","score":null,"sort":[1396620048000]},"guestAuthors":[],"slug":"how-can-teachers-address-race-issues-in-class-ask-students","title":"Facing Race Issues In the Classroom: How To Connect With Students","publishDate":1396620048,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34902\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/124819998-e1396575985273.jpg\" alt=\"124819998\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-320x213.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Chapel Hill-Carrboro City Schools noticed a troubling trend, one that's \u003ca href=\"http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.aspx\" target=\"_blank\">common across the country\u003c/a>. Although \u003ca href=\"http://www.chccs.k12.nc.us/\" target=\"_blank\">the district\u003c/a>’s overall performance on standardized tests and other achievement measurements are high, when the data is broken down by race and ethnicity, students of color are being left behind. In the \u003ca href=\"http://www.ncreportcards.org/src/distDetails.jsp?Page=2&pLEACode=681&pYear=2012-2013&pDataType=1\" target=\"_blank\">2012-2013 school year\u003c/a>, more than 83 percent of the white high school students in the district passed the end of year tests, but just about 48 percent of the Hispanic students did and only 28 percent of the African-American students passed.\u003c/p>\n\u003cp> The district decided to address the problem using a personal approach. Starting in fourth grade all the way through senior year of high school, students are \u003ca href=\"https://sites.google.com/a/chccs.k12.nc.us/brma/\" target=\"_blank\">paired with a mentor\u003c/a>, someone in the community who spends time with them and exposes them to diverse cultural activities, like going to the museum or sporting events, with the goal of nurturing untapped potential in students by giving them someone to rely on outside of their school, family, and friends.\u003c/p>\n\u003cp>Apart from the mentoring, another big part of the program is creating \u003ca href=\"http://extension.oregonstate.edu/metro4h/sites/default/files/cultural__responsiveness__racial_identity__and_academic__success-_a_review__of_literature.pdf\" target=\"_blank\">more culturally sensitive classrooms\u003c/a>. But rather than taking the top-down approach, the students themselves have had a big hand in creating a set of guidelines based on \u003ca href=\"http://www.sagepub.com/eis/Villegas.pdf\" target=\"_blank\">researched-based strategies\u003c/a> and using their own experiences to distill the research down into the six most important components.\u003c/p>\n\u003cp>The process of creating the guidelines, called the Student Six, has brought up issues that neither students nor teachers had ever addressed before -- at least not in school. And the act of allowing students to take ownership of the process gave them a better understanding of their teachers' perspective.\u003c/p>\n\u003cp>“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know,” she said. Now that she and other student facilitators spend a lot of their free time training teachers about race sensitivity, she feels like it's her job to help educate her teachers even when they aren't asking for it. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The teachers treat us like we’re peers and we respect that.”\u003c/aside>\n\u003cp>“It’s necessary to talk about race because most of the time race takes the backseat to everything,” said Jotham White, another Chapel Hill junior and student facilitator. “Once they know that we need to talk about race, we can help students build a positive race identity.” The students described how uncomfortable they feel when teachers ignore blatantly disrespectful comments from other students or when it’s clear that their teachers don’t trust them. Volunteering as Student Six facilitators has helped students understand where teachers are coming from and has strengthened relationships with many of them so they can check in beyond the seminar.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“All of this has helped me have a better communication with my teachers,” said Jazmin Rosales, a junior at Chapel Hill. “I happen to be the only Hispanic girl and it has helped me to achieve more than I usually achieve.” Since she started taking a leadership role and advocating for herself in discussions about race, Rosales has vastly improved her academic performance.\u003c/p>\n\u003cp>“The teachers treat us like we’re peers and we respect that,” said Simon Lee, a junior at Chapel Hill. “They ask us what we can do better and if they don’t ask us we give a suggestion.” Lee observed his old middle school teacher as he tried to implement the tips learned at the Student Six training. It was amazing to watch younger students respond more positively to the teacher and know that they were being set on a better path, Lee said.\u003c/p>\n\u003cp>All the students stressed that it can be tough to give teachers feedback. They try not to criticize and never approach teachers in the middle of class. Instead, they give suggestions after class, alerting teachers to how the structure of a project or an assignment disadvantages some students over others. It’s a constant process, but the students feel good knowing that their teachers want to improve in an area that is so uncomfortable for them to discuss.\u003c/p>\n\u003cp>Half of these strategies apply to all students, not just those of color. Students want to feel that their teachers know who they are individually and care about them. While that would be the ideal for all students, it is a crucial foundation for building relationships strong enough to create safe discussions around difficult topics like race. The six strategies work together and are weakened individually when taken piecemeal.\u003c/p>\n\u003cp>\u003cstrong>STUDENT SIX TIPS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Be visible.\u003c/strong> Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust.\u003c/p>\n\u003cp>\u003cstrong>2. Create a safe space.\u003c/strong> The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy.\u003c/p>\n\u003cp>\u003cstrong>3. Connect to students' lives\u003c/strong>. Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. Math teachers can make strides just by making sure the problems deal with quantities and situations kids understand. Learning could be even more relevant to kids' lives, but starting with a basic connection is a good way for students to feel teachers cares about their lives.\u003c/p>\n\u003cp>\u003cstrong>4. Connect to students' culture.\u003c/strong> Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.\u003c/p>\n\u003cp>[contextly_sidebar id=\"a8da385d80c467eab31898b906e485cc\"]\u003c/p>\n\u003cp>Conversely, cultural differences can make for classroom clashes if teachers aren’t aware. One teacher sent a student to the principal’s office for being disrespectful because he answered a rhetorical question. The student didn’t understand why he was being disciplined because his culture doesn’t have rhetorical questions; he’d been taught to answer teachers. “Often times what is a discipline problem is really a disconnect in culture between the teacher and the student, even if they look like each other,” Brunner said. Sometimes it takes a little more time to sort those differences out.\u003c/p>\n\u003cp>“We may not be able to prevent everything, but we can control how we react to things,” Brunner said. If a student isn’t usually a troublemaker, take the extra time to find out why he’s suddenly acting out of turn. “Talk to the kids, watch patterns, read so you better understand,” Brunner said. The key thing is to open up dialogues and listen to what students say.\u003c/p>\n\u003cp>\u003cstrong>5. Address race and racial dynamics in the classroom.\u003c/strong> This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.\u003c/p>\n\u003cp>“Don’t have a false conversation,” Brunner said, but do address race every time it comes up. One teacher overheard black students in her class calling one another the “n” word. Instead of sending them out of class or ignoring their comments, she held a seminar discussing the history of the word, how it connects to a history of slavery, which students happened to be studying in their history class. Race was brought front and center, connected to the curriculum and not allowed to pass unnoticed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>6. Connect to students' future selves.\u003c/strong> Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said. Students and their families have a lot to offer schools and that should be celebrated. Too often curriculum implies that only white Americans made important discoveries and positively impacted the outcome of the country. With a little more research and attention to race in the classroom, teachers can easily highlight the many people of color who have made scientific discoveries, are brilliant mathematicians or have added to our collective literary history.\u003c/p>\n\n","blocks":[],"excerpt":"Students' racial identities play a big part in how they approach classroom relationships and learning, and teachers can learn strategies to make all their students feel comfortable and capable of learning.","status":"publish","parent":0,"modified":1396634279,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1700},"headData":{"title":"Facing Race Issues In the Classroom: How To Connect With Students | KQED","description":"Students' racial identities play a big part in how they approach classroom relationships and learning, and teachers can learn strategies to make all their students feel comfortable and capable of learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Facing Race Issues In the Classroom: How To Connect With Students","datePublished":"2014-04-04T14:00:48.000Z","dateModified":"2014-04-04T17:57:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34806 http://blogs.kqed.org/mindshift/?p=34806","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/04/how-can-teachers-address-race-issues-in-class-ask-students/","disqusTitle":"Facing Race Issues In the Classroom: How To Connect With Students","path":"/mindshift/34806/how-can-teachers-address-race-issues-in-class-ask-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34902\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/124819998-e1396575985273.jpg\" alt=\"124819998\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-320x213.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Chapel Hill-Carrboro City Schools noticed a troubling trend, one that's \u003ca href=\"http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.aspx\" target=\"_blank\">common across the country\u003c/a>. Although \u003ca href=\"http://www.chccs.k12.nc.us/\" target=\"_blank\">the district\u003c/a>’s overall performance on standardized tests and other achievement measurements are high, when the data is broken down by race and ethnicity, students of color are being left behind. In the \u003ca href=\"http://www.ncreportcards.org/src/distDetails.jsp?Page=2&pLEACode=681&pYear=2012-2013&pDataType=1\" target=\"_blank\">2012-2013 school year\u003c/a>, more than 83 percent of the white high school students in the district passed the end of year tests, but just about 48 percent of the Hispanic students did and only 28 percent of the African-American students passed.\u003c/p>\n\u003cp> The district decided to address the problem using a personal approach. Starting in fourth grade all the way through senior year of high school, students are \u003ca href=\"https://sites.google.com/a/chccs.k12.nc.us/brma/\" target=\"_blank\">paired with a mentor\u003c/a>, someone in the community who spends time with them and exposes them to diverse cultural activities, like going to the museum or sporting events, with the goal of nurturing untapped potential in students by giving them someone to rely on outside of their school, family, and friends.\u003c/p>\n\u003cp>Apart from the mentoring, another big part of the program is creating \u003ca href=\"http://extension.oregonstate.edu/metro4h/sites/default/files/cultural__responsiveness__racial_identity__and_academic__success-_a_review__of_literature.pdf\" target=\"_blank\">more culturally sensitive classrooms\u003c/a>. But rather than taking the top-down approach, the students themselves have had a big hand in creating a set of guidelines based on \u003ca href=\"http://www.sagepub.com/eis/Villegas.pdf\" target=\"_blank\">researched-based strategies\u003c/a> and using their own experiences to distill the research down into the six most important components.\u003c/p>\n\u003cp>The process of creating the guidelines, called the Student Six, has brought up issues that neither students nor teachers had ever addressed before -- at least not in school. And the act of allowing students to take ownership of the process gave them a better understanding of their teachers' perspective.\u003c/p>\n\u003cp>“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know,” she said. Now that she and other student facilitators spend a lot of their free time training teachers about race sensitivity, she feels like it's her job to help educate her teachers even when they aren't asking for it. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The teachers treat us like we’re peers and we respect that.”\u003c/aside>\n\u003cp>“It’s necessary to talk about race because most of the time race takes the backseat to everything,” said Jotham White, another Chapel Hill junior and student facilitator. “Once they know that we need to talk about race, we can help students build a positive race identity.” The students described how uncomfortable they feel when teachers ignore blatantly disrespectful comments from other students or when it’s clear that their teachers don’t trust them. Volunteering as Student Six facilitators has helped students understand where teachers are coming from and has strengthened relationships with many of them so they can check in beyond the seminar.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“All of this has helped me have a better communication with my teachers,” said Jazmin Rosales, a junior at Chapel Hill. “I happen to be the only Hispanic girl and it has helped me to achieve more than I usually achieve.” Since she started taking a leadership role and advocating for herself in discussions about race, Rosales has vastly improved her academic performance.\u003c/p>\n\u003cp>“The teachers treat us like we’re peers and we respect that,” said Simon Lee, a junior at Chapel Hill. “They ask us what we can do better and if they don’t ask us we give a suggestion.” Lee observed his old middle school teacher as he tried to implement the tips learned at the Student Six training. It was amazing to watch younger students respond more positively to the teacher and know that they were being set on a better path, Lee said.\u003c/p>\n\u003cp>All the students stressed that it can be tough to give teachers feedback. They try not to criticize and never approach teachers in the middle of class. Instead, they give suggestions after class, alerting teachers to how the structure of a project or an assignment disadvantages some students over others. It’s a constant process, but the students feel good knowing that their teachers want to improve in an area that is so uncomfortable for them to discuss.\u003c/p>\n\u003cp>Half of these strategies apply to all students, not just those of color. Students want to feel that their teachers know who they are individually and care about them. While that would be the ideal for all students, it is a crucial foundation for building relationships strong enough to create safe discussions around difficult topics like race. The six strategies work together and are weakened individually when taken piecemeal.\u003c/p>\n\u003cp>\u003cstrong>STUDENT SIX TIPS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Be visible.\u003c/strong> Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust.\u003c/p>\n\u003cp>\u003cstrong>2. Create a safe space.\u003c/strong> The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy.\u003c/p>\n\u003cp>\u003cstrong>3. Connect to students' lives\u003c/strong>. Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. Math teachers can make strides just by making sure the problems deal with quantities and situations kids understand. Learning could be even more relevant to kids' lives, but starting with a basic connection is a good way for students to feel teachers cares about their lives.\u003c/p>\n\u003cp>\u003cstrong>4. Connect to students' culture.\u003c/strong> Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Conversely, cultural differences can make for classroom clashes if teachers aren’t aware. One teacher sent a student to the principal’s office for being disrespectful because he answered a rhetorical question. The student didn’t understand why he was being disciplined because his culture doesn’t have rhetorical questions; he’d been taught to answer teachers. “Often times what is a discipline problem is really a disconnect in culture between the teacher and the student, even if they look like each other,” Brunner said. Sometimes it takes a little more time to sort those differences out.\u003c/p>\n\u003cp>“We may not be able to prevent everything, but we can control how we react to things,” Brunner said. If a student isn’t usually a troublemaker, take the extra time to find out why he’s suddenly acting out of turn. “Talk to the kids, watch patterns, read so you better understand,” Brunner said. The key thing is to open up dialogues and listen to what students say.\u003c/p>\n\u003cp>\u003cstrong>5. Address race and racial dynamics in the classroom.\u003c/strong> This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.\u003c/p>\n\u003cp>“Don’t have a false conversation,” Brunner said, but do address race every time it comes up. One teacher overheard black students in her class calling one another the “n” word. Instead of sending them out of class or ignoring their comments, she held a seminar discussing the history of the word, how it connects to a history of slavery, which students happened to be studying in their history class. Race was brought front and center, connected to the curriculum and not allowed to pass unnoticed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>6. Connect to students' future selves.\u003c/strong> Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said. Students and their families have a lot to offer schools and that should be celebrated. Too often curriculum implies that only white Americans made important discoveries and positively impacted the outcome of the country. With a little more research and attention to race in the classroom, teachers can easily highlight the many people of color who have made scientific discoveries, are brilliant mathematicians or have added to our collective literary history.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34806/how-can-teachers-address-race-issues-in-class-ask-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_1040"],"featImg":"mindshift_34902","label":"mindshift"},"mindshift_34566":{"type":"posts","id":"mindshift_34566","meta":{"index":"posts_1591205157","site":"mindshift","id":"34566","score":null,"sort":[1395244578000]},"guestAuthors":[],"slug":"strategies-to-reach-every-student-regardless-of-language-barrier","title":"Strategies to Reach Every Student, Regardless of Language Barrier","publishDate":1395244578,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34605\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/dfataustralianaid/10726320313/sizes/z/\">\u003cimg class=\"size-full wp-image-34605\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg\" alt=\"10726320313_d78289b5f0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">The Internationals Network For Public Schools\u003c/a>, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC \u003c/a>panel focused on strategies for helping even the most challenged learners to engage in meaningful work.\u003c/p>\n\u003cp>Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”\u003c/p>\n\u003c/aside>\n\u003cp>“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.\u003c/p>\n\u003cp>Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e34bf526916a71e3a97c2e9322a32011\"]\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n","blocks":[],"excerpt":"Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.","status":"publish","parent":0,"modified":1395252842,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1420},"headData":{"title":"Strategies to Reach Every Student, Regardless of Language Barrier | KQED","description":"Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Strategies to Reach Every Student, Regardless of Language Barrier","datePublished":"2014-03-19T15:56:18.000Z","dateModified":"2014-03-19T18:14:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34566 http://blogs.kqed.org/mindshift/?p=34566","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/19/strategies-to-reach-every-student-regardless-of-language-barrier/","disqusTitle":"Strategies to Reach Every Student, Regardless of Language Barrier","path":"/mindshift/34566/strategies-to-reach-every-student-regardless-of-language-barrier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34605\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/dfataustralianaid/10726320313/sizes/z/\">\u003cimg class=\"size-full wp-image-34605\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg\" alt=\"10726320313_d78289b5f0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">The Internationals Network For Public Schools\u003c/a>, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC \u003c/a>panel focused on strategies for helping even the most challenged learners to engage in meaningful work.\u003c/p>\n\u003cp>Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”\u003c/p>\n\u003c/aside>\n\u003cp>“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.\u003c/p>\n\u003cp>Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34566/strategies-to-reach-every-student-regardless-of-language-barrier","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_939","mindshift_20642","mindshift_397","mindshift_1040"],"featImg":"mindshift_34605","label":"mindshift"},"mindshift_32127":{"type":"posts","id":"mindshift_32127","meta":{"index":"posts_1591205157","site":"mindshift","id":"32127","score":null,"sort":[1382018435000]},"guestAuthors":[],"slug":"what-can-we-learn-from-the-global-effort-around-mobile-learning","title":"What Can We Learn From the Global Effort Around Mobile Learning?","publishDate":1382018435,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n","blocks":[],"excerpt":"Mobile technology is changing learning internationally, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform ongoing discussions about how to best use technology to deepen learning.","status":"publish","parent":0,"modified":1381969806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1054},"headData":{"title":"What Can We Learn From the Global Effort Around Mobile Learning? | KQED","description":"Mobile technology is changing learning internationally, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform ongoing discussions about how to best use technology to deepen learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can We Learn From the Global Effort Around Mobile Learning?","datePublished":"2013-10-17T14:00:35.000Z","dateModified":"2013-10-17T00:30:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32127 http://blogs.kqed.org/mindshift/?p=32127","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/17/what-can-we-learn-from-the-global-effort-around-mobile-learning/","disqusTitle":"What Can We Learn From the Global Effort Around Mobile Learning?","path":"/mindshift/32127/what-can-we-learn-from-the-global-effort-around-mobile-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32127/what-can-we-learn-from-the-global-effort-around-mobile-learning","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_1040","mindshift_85","mindshift_187","mindshift_902"],"featImg":"mindshift_32165","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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