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"title": "A New Nation's Report Card Shows Drops in Science, Math and Reading Scores",
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"content": "\u003cp>New test scores from the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, show eighth-graders’ science scores have fallen 4 points since 2019 and 12th-graders’ math and reading scores have fallen 3 points in the same time period.\u003c/p>\n\u003cp>The tests were administered between January and March 2024.\u003c/p>\n\u003cp>This is the first NAEP score release since the Trump administration began making cuts to the U.S. Education Department. Those cuts, included \u003ca href=\"https://www.npr.org/2025/03/12/nx-s1-5325854/trump-education-department-layoffs-civil-rights-student-loans\" target=\"_blank\" rel=\"noopener\">laying off more than half the workers\u003c/a> at the Institute of Education Sciences, IES, the arm of the department charged with measuring student achievement and overseeing and processing the data that comes from the tests students take.\u003c/p>\n\u003cp>After those cuts, the department also \u003ca href=\"https://www.edweek.org/teaching-learning/fewer-subjects-students-data-points-feds-to-scale-back-naep/2025/04\" target=\"_blank\" rel=\"noopener\">canceled about a dozen\u003c/a> national and state assessments of student progress through 2032 — about half those tests were planned for 12th-graders.\u003c/p>\n\u003cp>NAEP, which provides data for the Nation’s Report Card, is mandated by Congress and is the largest nationally representative test of student learning. NAEP tests were first administered in 1969.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today, the assessments in math and reading are given every two years to a broad sample of students in fourth and eighth grades; 12th-graders receive them every four years. NAEP also administers voluntary assessments in other subjects outside the congressional mandate.\u003c/p>\n\u003ch2>What to make of the test scores\u003c/h2>\n\u003cp>Reading scores dipped for 12th-graders, except among the highest-achieving students, compared with 2019, the last time this test was administered. Compared with NAEP’s first 12th-grade reading assessment, in 1992, today’s average score is 10 points lower.\u003c/p>\n\u003cp>“Scores for our lowest-performing students are at historic lows — continued declines that began more than a decade ago,” Matthew Soldner, acting director of IES, told reporters. “My predecessor warned of this trend, and her predecessor warned of this trend as well. And now I am warning you of this trend.”\u003c/p>\n\u003cp>The 2024 assessment tested students for reading comprehension skills and surveyed them about opportunities to learn and engage with reading in and outside school.\u003c/p>\n\u003cp>Twelfth-grade math scores dropped the same amount as reading scores and were 3 points lower than in 2005, the first time this version of the math test was administered.\u003c/p>\n\u003cp>“These results should galvanize all of us to take concerted, focused action to accelerate student learning,” Soldner said.\u003c/p>\n\u003cp>Among eighth-graders, the average science score dropped 4 points compared with 2019. Student scores decreased across the board, for low- and high-performing students alike.\u003c/p>\n\u003cp>In addition to measuring students’ academic achievement, NAEP also surveys things like students’ comfort level with certain subjects and their attendance. In those surveys, a smaller share of eighth-graders indicated high levels of confidence in their science skills compared with their counterparts in 2019.\u003c/p>\n\u003cp>And nearly one-third of 12th-graders reported missing three or more days of school in the month prior to taking the assessment in 2024, an increase from 2019.\u003c/p>\n\u003ch2>How changes at the Education Department are impacting student assessments\u003c/h2>\n\u003cp>Legally, the federal government \u003ca href=\"https://www.npr.org/2025/02/04/nx-s1-5286311/trump-schools-education-department-funding-cuts-congress-student-loans\" target=\"_blank\" rel=\"noopener\">has no power\u003c/a> over what is taught in schools. So while Tuesday’s release measured student achievement under President Biden, experts avoid linking NAEP scores to any particular administration.\u003c/p>\n\u003cp>“The federal government is in a unique position with these test scores to be the scoreboard of American education, to tell us what’s happening and for whom,” says Nat Malkus, deputy director of education policy at the conservative-leaning American Enterprise Institute. “[That] doesn’t mean that it has the capacity to fix these issues. That’s a job for the states.”\u003c/p>\n\u003cp>But behind the scenes, federal changes \u003cem>have \u003c/em>had an impact on how the Nation’s Report Card is administered, according to a senior official at the National Center for Education Statistics (NCES), which administers NAEP.\u003c/p>\n\u003cp>The official, who briefed reporters on the condition of anonymity, confirmed that the cuts to the U.S. Education Department left only two senior staffers assigned to NAEP and said that NCES relied on additional support from colleagues in other departments to get the new release out.\u003c/p>\n\u003cp>NCES confirmed that, in order to meet congressional testing mandates in 2026 and 2028, U.S. Education Secretary Linda McMahon has approved a waiver to add at least eight staff positions before the end of the year.\u003c/p>\n\u003cp>Marty West is on the Massachusetts Board of Elementary and Secondary Education and is vice chair of the National Assessment Governing Board (NAGB), which sets NAEP policy. He says he’s confident in the department’s ability to meet NAEP deadlines moving forward: “The preparation for the tests that will be administered in early 2026, for example, really began as much as five years ago and were pretty far down the road by the spring of 2025.”\u003c/p>\n\u003cp>There will also be fewer deadlines to meet. This spring, the NAGB slashed about a dozen planned assessments — for fourth-grade science, 12th-grade U.S. history and writing across fourth-, eighth- and 12th-graders — that were scheduled to be administered over the next seven years.\u003c/p>\n\u003cp>“It was not too unusual in terms of the history of the program,” West says of restructuring the assessment schedule. “We felt [it] was an important step so that we could allow our colleagues at NCES to focus their energies on the tests that we felt were most important.” Among them are the tests for math and reading.\u003c/p>\n\u003cp>The NAGB is an independent, nonpartisan organization made up of state and local representatives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There are no federal officials on the National Assessment Governing Board, and that’s by design,” West says. “Although it is a federal assessment … it is designed and administered in a way that meets the needs of state and local governments and the broader public.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>New national test scores are out today, measuring eighth-grader science skills, and for 12th-graders, it was math and reading. The scores are part of the National Assessment of Educational Progress – also known as the Nation’s Report Card – and they come after massive cuts to the U.S. Education Department. It oversees the national assessment, which is required by Congress. NPR education reporter Sequoia Carrillo has been following this. So, Sequoia, what do the new test scores show us?\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: So these tests were taken in spring of 2024. So this is the first report for these students since the pandemic. And a few things stood out. In 12th-grade math, scores dropped about 3 points from pre-pandemic levels, while eighth-graders followed a similar pattern with a 4-point average drop in science. These might not sound like huge drops, but I want to note something. In both science and math, drops happened across all achievement levels. So both low and high-performing students dropped this cycle.\u003c/p>\n\u003cp>Reading scores also dipped for nearly all 12th-graders compared to the last test in 2019. But one important thing to note here is when you compare today’s scores to the first Nation’s Report Card for 12th-grade reading more than 30 years ago, today’s average score is 10 points lower. I talked to some of the folks who oversee these tests, and they said this report follows a pattern, one we’ve known about for a while. Scores from the lowest-performing students are at a historic low, and they’re continuing on a decline that started more than a decade ago.\u003c/p>\n\u003cp>MARTÍNEZ: I’ve been hearing some Republicans say that Biden policies are to blame for the low scores because the students took these tests during the Biden administration. So how much does federal policy influence what happens in the classroom?\u003c/p>\n\u003cp>CARRILLO: The federal government is not allowed to dictate what is taught in the classrooms at all. So experts avoid linking NAEP scores to any particular administration. Also these are trends. Like I said, they go back several presidential administrations, well before the pandemic. The tests are drawn up by a bipartisan group of local and state education leaders. They include teachers and principals. The assessment is supposed to show people what is happening to students in classrooms, not why it’s happening. Nat Malkus is deputy director of education policy at the conservative-leaning American Enterprise Institute. He explains the role of the U.S. government as somewhat of a scoreboard for the country’s education.\u003c/p>\n\u003cp>NAT MALKUS: The federal government is in a unique position to tell us what’s happening and for whom. Just because the federal government is good at being that scoreboard doesn’t mean that it has the capacity to fix these issues. That’s a job for the states.\u003c/p>\n\u003cp>MARTÍNEZ: You know, back in March, the Education Department cut almost half of its staff. Do we know how all of that impacted the release?\u003c/p>\n\u003cp>CARRILLO: So a senior official at the National Center for Education Statistics, who oversee this test, briefed reporters on condition of anonymity that there are currently only two senior staffers left working on the Nation’s Report Card. In order to get today’s results out, they had to rely on workers from other teams within the department. But that is about to change. The same senior officials said they recently received a waiver from the education secretary to hire for eight more positions being added before the end of the year, so that the department can meet its goals in 2026 and 2028 under Congressional mandate.\u003c/p>\n\u003cp>MARTÍNEZ: That’s NPR’s Sequoia Carrillo. Thank you for educating us on this report.\u003c/p>\n\u003cp>CARRILLO: (Laughter).\u003c/p>\n\u003cp>(SOUNDBITE OF DO MAKE SAY THINK’S “GOODBYE ENEMY AIRSHIP”)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New test scores from the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, show eighth-graders’ science scores have fallen 4 points since 2019 and 12th-graders’ math and reading scores have fallen 3 points in the same time period.\u003c/p>\n\u003cp>The tests were administered between January and March 2024.\u003c/p>\n\u003cp>This is the first NAEP score release since the Trump administration began making cuts to the U.S. Education Department. Those cuts, included \u003ca href=\"https://www.npr.org/2025/03/12/nx-s1-5325854/trump-education-department-layoffs-civil-rights-student-loans\" target=\"_blank\" rel=\"noopener\">laying off more than half the workers\u003c/a> at the Institute of Education Sciences, IES, the arm of the department charged with measuring student achievement and overseeing and processing the data that comes from the tests students take.\u003c/p>\n\u003cp>After those cuts, the department also \u003ca href=\"https://www.edweek.org/teaching-learning/fewer-subjects-students-data-points-feds-to-scale-back-naep/2025/04\" target=\"_blank\" rel=\"noopener\">canceled about a dozen\u003c/a> national and state assessments of student progress through 2032 — about half those tests were planned for 12th-graders.\u003c/p>\n\u003cp>NAEP, which provides data for the Nation’s Report Card, is mandated by Congress and is the largest nationally representative test of student learning. NAEP tests were first administered in 1969.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today, the assessments in math and reading are given every two years to a broad sample of students in fourth and eighth grades; 12th-graders receive them every four years. NAEP also administers voluntary assessments in other subjects outside the congressional mandate.\u003c/p>\n\u003ch2>What to make of the test scores\u003c/h2>\n\u003cp>Reading scores dipped for 12th-graders, except among the highest-achieving students, compared with 2019, the last time this test was administered. Compared with NAEP’s first 12th-grade reading assessment, in 1992, today’s average score is 10 points lower.\u003c/p>\n\u003cp>“Scores for our lowest-performing students are at historic lows — continued declines that began more than a decade ago,” Matthew Soldner, acting director of IES, told reporters. “My predecessor warned of this trend, and her predecessor warned of this trend as well. And now I am warning you of this trend.”\u003c/p>\n\u003cp>The 2024 assessment tested students for reading comprehension skills and surveyed them about opportunities to learn and engage with reading in and outside school.\u003c/p>\n\u003cp>Twelfth-grade math scores dropped the same amount as reading scores and were 3 points lower than in 2005, the first time this version of the math test was administered.\u003c/p>\n\u003cp>“These results should galvanize all of us to take concerted, focused action to accelerate student learning,” Soldner said.\u003c/p>\n\u003cp>Among eighth-graders, the average science score dropped 4 points compared with 2019. Student scores decreased across the board, for low- and high-performing students alike.\u003c/p>\n\u003cp>In addition to measuring students’ academic achievement, NAEP also surveys things like students’ comfort level with certain subjects and their attendance. In those surveys, a smaller share of eighth-graders indicated high levels of confidence in their science skills compared with their counterparts in 2019.\u003c/p>\n\u003cp>And nearly one-third of 12th-graders reported missing three or more days of school in the month prior to taking the assessment in 2024, an increase from 2019.\u003c/p>\n\u003ch2>How changes at the Education Department are impacting student assessments\u003c/h2>\n\u003cp>Legally, the federal government \u003ca href=\"https://www.npr.org/2025/02/04/nx-s1-5286311/trump-schools-education-department-funding-cuts-congress-student-loans\" target=\"_blank\" rel=\"noopener\">has no power\u003c/a> over what is taught in schools. So while Tuesday’s release measured student achievement under President Biden, experts avoid linking NAEP scores to any particular administration.\u003c/p>\n\u003cp>“The federal government is in a unique position with these test scores to be the scoreboard of American education, to tell us what’s happening and for whom,” says Nat Malkus, deputy director of education policy at the conservative-leaning American Enterprise Institute. “[That] doesn’t mean that it has the capacity to fix these issues. That’s a job for the states.”\u003c/p>\n\u003cp>But behind the scenes, federal changes \u003cem>have \u003c/em>had an impact on how the Nation’s Report Card is administered, according to a senior official at the National Center for Education Statistics (NCES), which administers NAEP.\u003c/p>\n\u003cp>The official, who briefed reporters on the condition of anonymity, confirmed that the cuts to the U.S. Education Department left only two senior staffers assigned to NAEP and said that NCES relied on additional support from colleagues in other departments to get the new release out.\u003c/p>\n\u003cp>NCES confirmed that, in order to meet congressional testing mandates in 2026 and 2028, U.S. Education Secretary Linda McMahon has approved a waiver to add at least eight staff positions before the end of the year.\u003c/p>\n\u003cp>Marty West is on the Massachusetts Board of Elementary and Secondary Education and is vice chair of the National Assessment Governing Board (NAGB), which sets NAEP policy. He says he’s confident in the department’s ability to meet NAEP deadlines moving forward: “The preparation for the tests that will be administered in early 2026, for example, really began as much as five years ago and were pretty far down the road by the spring of 2025.”\u003c/p>\n\u003cp>There will also be fewer deadlines to meet. This spring, the NAGB slashed about a dozen planned assessments — for fourth-grade science, 12th-grade U.S. history and writing across fourth-, eighth- and 12th-graders — that were scheduled to be administered over the next seven years.\u003c/p>\n\u003cp>“It was not too unusual in terms of the history of the program,” West says of restructuring the assessment schedule. “We felt [it] was an important step so that we could allow our colleagues at NCES to focus their energies on the tests that we felt were most important.” Among them are the tests for math and reading.\u003c/p>\n\u003cp>The NAGB is an independent, nonpartisan organization made up of state and local representatives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There are no federal officials on the National Assessment Governing Board, and that’s by design,” West says. “Although it is a federal assessment … it is designed and administered in a way that meets the needs of state and local governments and the broader public.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>New national test scores are out today, measuring eighth-grader science skills, and for 12th-graders, it was math and reading. The scores are part of the National Assessment of Educational Progress – also known as the Nation’s Report Card – and they come after massive cuts to the U.S. Education Department. It oversees the national assessment, which is required by Congress. NPR education reporter Sequoia Carrillo has been following this. So, Sequoia, what do the new test scores show us?\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: So these tests were taken in spring of 2024. So this is the first report for these students since the pandemic. And a few things stood out. In 12th-grade math, scores dropped about 3 points from pre-pandemic levels, while eighth-graders followed a similar pattern with a 4-point average drop in science. These might not sound like huge drops, but I want to note something. In both science and math, drops happened across all achievement levels. So both low and high-performing students dropped this cycle.\u003c/p>\n\u003cp>Reading scores also dipped for nearly all 12th-graders compared to the last test in 2019. But one important thing to note here is when you compare today’s scores to the first Nation’s Report Card for 12th-grade reading more than 30 years ago, today’s average score is 10 points lower. I talked to some of the folks who oversee these tests, and they said this report follows a pattern, one we’ve known about for a while. Scores from the lowest-performing students are at a historic low, and they’re continuing on a decline that started more than a decade ago.\u003c/p>\n\u003cp>MARTÍNEZ: I’ve been hearing some Republicans say that Biden policies are to blame for the low scores because the students took these tests during the Biden administration. So how much does federal policy influence what happens in the classroom?\u003c/p>\n\u003cp>CARRILLO: The federal government is not allowed to dictate what is taught in the classrooms at all. So experts avoid linking NAEP scores to any particular administration. Also these are trends. Like I said, they go back several presidential administrations, well before the pandemic. The tests are drawn up by a bipartisan group of local and state education leaders. They include teachers and principals. The assessment is supposed to show people what is happening to students in classrooms, not why it’s happening. Nat Malkus is deputy director of education policy at the conservative-leaning American Enterprise Institute. He explains the role of the U.S. government as somewhat of a scoreboard for the country’s education.\u003c/p>\n\u003cp>NAT MALKUS: The federal government is in a unique position to tell us what’s happening and for whom. Just because the federal government is good at being that scoreboard doesn’t mean that it has the capacity to fix these issues. That’s a job for the states.\u003c/p>\n\u003cp>MARTÍNEZ: You know, back in March, the Education Department cut almost half of its staff. Do we know how all of that impacted the release?\u003c/p>\n\u003cp>CARRILLO: So a senior official at the National Center for Education Statistics, who oversee this test, briefed reporters on condition of anonymity that there are currently only two senior staffers left working on the Nation’s Report Card. In order to get today’s results out, they had to rely on workers from other teams within the department. But that is about to change. The same senior officials said they recently received a waiver from the education secretary to hire for eight more positions being added before the end of the year, so that the department can meet its goals in 2026 and 2028 under Congressional mandate.\u003c/p>\n\u003cp>MARTÍNEZ: That’s NPR’s Sequoia Carrillo. Thank you for educating us on this report.\u003c/p>\n\u003cp>CARRILLO: (Laughter).\u003c/p>\n\u003cp>(SOUNDBITE OF DO MAKE SAY THINK’S “GOODBYE ENEMY AIRSHIP”)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Inaccurate, Impossible: Experts Knock New Trump Plan to Collect College Admissions Data",
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"content": "\u003cp>President Donald Trump wants to collect more admissions data from colleges and universities to make sure they’re complying with a 2023 Supreme Court decision that ended race-conscious affirmative action. And he wants that data now.\u003c/p>\n\u003cp>But data experts and higher education scholars warn that any new admissions data is likely to be inaccurate, impossible to interpret and ultimately misused by policymakers. That’s because Trump’s own policies have left the statistics agency inside the Education Department with a skeleton staff and not enough money, expertise or time to create this new dataset.\u003c/p>\n\u003cp>The department already collects data on enrollment from every institution of higher education that participates in the federal student loan program. The results are reported through the Integrated Postsecondary Education Data System (IPEDS). But in an Aug. 7 \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">memorandum\u003c/a>, Trump directed the Education Department, which \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">he sought to close in March,\u003c/a> to expand that task and provide “transparency” into how some 1,700 colleges that do not admit everyone are making their admissions decisions. And he gave Education Secretary Linda McMahon just 120 days to get it done.\u003c/p>\n\u003cp>Expanding data collection on applicants is not a new idea. The Biden administration had already ordered colleges to start reporting \u003ca href=\"https://www.reginfo.gov/public/do/PRAViewDocument?ref_nbr=202402-1850-008\">race and ethnicity data to the department this fall\u003c/a> in order to track changes in diversity in postsecondary education. But in a separate \u003ca href=\"https://www.ed.gov/media/document/secretary-directive-ensuring-transparency-higher-education-admissions-august-7-2025-110497.pdf\">memorandum\u003c/a> to the head of the National Center for Education Statistics (NCES), McMahon asked for even more information, including high school grades and college entrance exam scores, all broken down by race and gender.\u003c/p>\n\u003cp>Bryan Cook, director of higher education policy at the Urban Institute, a think tank in Washington, D.C., called the 120-day timeline “preposterous” because of the enormous technical challenges. For example, IPEDS has never collected high school GPAs. Some schools use a weighted 5.0 scale, giving extra points for advanced classes, and others use an unweighted 4.0 scale, which makes comparisons messy. Other issues are equally thorny. Many schools no longer require applicants to report standardized test scores and some no longer ask them about race so the data that Trump wants doesn’t exist for those colleges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You’ve got this effort to add these elements without a mechanism with which to vet the new variables, as well as a system for ensuring their proper implementation,” said Cook. “You would almost think that whoever implemented this didn’t know what they were doing.”\u003c/p>\n\u003cp>Cook has helped advise the Education Department on the IPEDS data collection for 20 years and served on technical review panels, which are normally convened first to recommend changes to the data collection. Those panels were disbanded earlier this year, and there isn’t one set up to vet Trump’s new admissions data proposal.\u003c/p>\n\u003cp>Cook and other data experts can’t figure out how a decimated education statistics agency could take on this task. All six NCES employees who were involved in IPEDS data collection were fired in March, and there are only three employees left out of 100 at NCES, which is run by an acting commissioner who also has several other jobs.\u003c/p>\n\u003cp>An Education Department official, who did not want to be named, denied that no one left inside the Education Department has IPEDS experience. The official said that staff inside the office of the chief data officer, which is separate from the statistics agency, have a “deep familiarity with IPEDS data, its collection and use.” Former Education Department employees told me that some of these employees have experience in analyzing the data, but not in collecting it.\u003c/p>\n\u003cp>In the past, there were as many as a dozen employees who worked closely with RTI International, a scientific research institute, which handles most of the IPEDS data collection work.\u003c/p>\n\u003ch2>\u003cstrong>Technical review eliminated\u003c/strong>\u003c/h2>\n\u003cp>Of particular concern is that RTI’s \u003ca href=\"https://www.fpds.gov/ezsearch/search.do?q=Integrated+postsecondary+education+data+system++PIID%3A%2291990022F0021%22+PIID%3A%2291990022F0021%22&s=FPDS.GOV&templateName=1.5.3&indexName=awardfull\">$10 million annual contract\u003c/a> to conduct the data collection had been slashed approximately in half by the Department of Government Efficiency, also known as DOGE, according to two former employees, who asked to remain anonymous out of fear of retaliation. Those severe budget cuts eliminated the technical review panels that vet proposed changes to IPEDS, and ended training for colleges and universities to submit data properly, which helped with data quality. RTI did not respond to my request to confirm the cuts or answer questions about the challenges it will face in expanding its work on a reduced budget and staffing.\u003c/p>\n\u003cp>The Education Department did not deny that the IPEDS budget had been cut in half. “The RTI contract is focused on the most mission-critical IPEDS activities,” the Education Department official said. “The contract continues to include at least one task under which a technical review panel can be convened.”\u003c/p>\n\u003cp>Additional elements of the IPEDS data collection have also been reduced, including a contract to check data quality.\u003c/p>\n\u003cp>Last week, the scope of the new task became more apparent. On Aug. 13, the administration released more \u003ca href=\"https://public-inspection.federalregister.gov/2025-15536.pdf\">details about the new admissions data\u003c/a> it wants, describing how the Education Department is attempting to add a whole new survey to IPEDS, called the Admissions and Consumer Transparency Supplement (ACTS), which will disaggregate all admissions data and most student outcome and financial aid data by race and gender. College will have to report on both undergraduate and graduate school admissions. The public has 60 days to comment, and the administration wants colleges to start reporting this data this fall.\u003c/p>\n\u003ch2>\u003cstrong>Complex collection\u003c/strong>\u003c/h2>\n\u003cp>Christine Keller, executive director of the Association for Institutional Research, a trade group of higher education officials who collect and analyze data, called the new survey “one of the most complex IPEDS collections ever attempted.”\u003c/p>\n\u003cp>Traditionally, it has taken years to make much smaller changes to IPEDS, and universities are given a year to start collecting the new data before they are required to submit it. (Roughly 6,000 colleges, universities and vocational schools are required to submit data to IPEDS as a condition for their students to take out federal student loans or receive federal Pell Grants. Failure to comply results in fines and the threat of losing access to federal student aid.)\u003c/p>\n\u003cp>Normally, the Education Department would reveal screenshots of data fields, showing what colleges would need to enter into the IPEDS computer system. But the department has not done that, and several of the data descriptions are ambiguous. For example, colleges will have to report test scores and GPA by quintile, broken down by race and ethnicity and gender. One interpretation is that a college would have to say how many Black male applicants, for example, scored above the 80th percentile on the SAT or the ACT. Another interpretation is that colleges would need to report the average SAT or ACT score of the top 20 percent of Black male applicants.\u003c/p>\n\u003cp>The Association for Institutional Research used to train college administrators on how to collect and submit data correctly and sort through confusing details — until DOGE eliminated that training. “The absence of comprehensive, federally funded training will only increase institutional burden and risk to data quality,” Keller said. Keller’s organization is now dipping into its own budget to offer a small amount of free \u003ca href=\"https://www.airweb.org/academy/offerings/IPEDS\">IPEDS training to universities\u003c/a>.\u003c/p>\n\u003cp>The Education Department is also requiring colleges to report five years of historical admissions data, broken down into numerous subcategories. Institutions have never been asked to keep data on applicants who didn’t enroll.\u003c/p>\n\u003cp>“It’s incredible they’re asking for five years of prior data,” said Jordan Matsudaira, an economist at American University who worked on education policy in the Biden and Obama administrations. “That will be square in the pandemic years when no one was reporting test scores.”\u003c/p>\n\u003ch2>\u003cstrong>‘Misleading results’\u003c/strong>\u003c/h2>\n\u003cp>Matsudaira explained that IPEDS had considered asking colleges for more academic data by race and ethnicity in the past and the Education Department ultimately rejected the proposal. One concern is that slicing and dicing the data into smaller and smaller buckets would mean that there would be too few students and the data would have to be suppressed to protect student privacy. For example, if there were two Native American men in the top 20 percent of SAT scores at one college, many people might be able to guess who they were. And a large amount of suppressed data would make the whole collection less useful.\u003c/p>\n\u003cp>Also, small numbers can lead to wacky results. For example, a small college could have only two Hispanic male applicants with very high SAT scores. If both were accepted, that’s a 100 percent admittance rate. If only 200 white women out of 400 with the same test scores were accepted, that would be only a 50 percent admittance rate. On the surface, that can look like both racial and gender discrimination. But it could have been a fluke. Perhaps both of those Hispanic men were athletes and musicians. The following year, the school might reject two different Hispanic male applicants with high test scores but without such impressive extracurriculars. The admissions rate for Hispanic males with high test scores would drop to zero. “You end up with misleading results,” said Matsudaira.\u003c/p>\n\u003cp>Reporting average test scores by race is another big worry. “It feels like a trap to me,” said Matsudaira. “That is mechanically going to give the administration the pretense of claiming that there’s lower standards of admission for Black students relative to white students when you know that’s not at all a correct inference.”\u003c/p>\n\u003cp>The statistical issue is that there are more Asian and white students at the very high end of the SAT score distribution, and all those perfect 1600s will pull the average up for these racial groups. (Just like a very tall person will skew the average height of a group.) Even if a college has a high test score threshold that it applies to all racial groups and no one below a 1400 is admitted, the average SAT score for Black students will still be lower than that of white students. (See graphic below.) The only way to avoid this is to purely admit by test score and take only the students with the highest scores. At some highly selective universities, there are enough applicants with a 1600 SAT to fill the entire class. But no institution fills its student body by test scores alone. That could mean overlooking applicants with the potential to be concert pianists, star soccer players or great writers.\u003c/p>\n\u003ch2>\u003cstrong>The Average Score Trap\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_65718\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65718\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission-.png\" alt=\"Two graphs side by side\" width=\"1000\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission-.png 1000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission--160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission--768x343.png 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">This graphic by Kirabo Jackson, an economist at Northwestern University, depicts the problem of measuring racial discrimination though average test scores. Even for a university that admits all students above a certain cut score, the average score of one racial group (red) will be higher than the average score of the other group (blue). Source: graphic posted on Bluesky Social by \u003ca href=\"https://bsky.app/profile/joshua-goodman.com/post/3lvtp7vjk722q\">Josh Goodman\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Admissions data is a highly charged political issue. The Biden administration originally spearheaded the collection of college admissions data by race and ethnicity. Democrats wanted to collect this data to show how the nation’s colleges and universities were becoming less diverse with the end of affirmative action. This data is slated to start this fall, following a full technical and procedural review.\u003c/p>\n\u003cp>Now the Trump administration is demanding what was already in the works, and adding a host of new data requirements — without following normal processes. And instead of tracking the declining diversity in higher education, Trump wants to use admissions data to threaten colleges and universities. If the new directive produces bad data that is easy to misinterpret, he may get his wish.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-new-college-admissions-data-collection/\">\u003cem>college admissions data\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Donald Trump wants to collect more admissions data from colleges and universities to make sure they’re complying with a 2023 Supreme Court decision that ended race-conscious affirmative action. And he wants that data now.\u003c/p>\n\u003cp>But data experts and higher education scholars warn that any new admissions data is likely to be inaccurate, impossible to interpret and ultimately misused by policymakers. That’s because Trump’s own policies have left the statistics agency inside the Education Department with a skeleton staff and not enough money, expertise or time to create this new dataset.\u003c/p>\n\u003cp>The department already collects data on enrollment from every institution of higher education that participates in the federal student loan program. The results are reported through the Integrated Postsecondary Education Data System (IPEDS). But in an Aug. 7 \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">memorandum\u003c/a>, Trump directed the Education Department, which \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">he sought to close in March,\u003c/a> to expand that task and provide “transparency” into how some 1,700 colleges that do not admit everyone are making their admissions decisions. And he gave Education Secretary Linda McMahon just 120 days to get it done.\u003c/p>\n\u003cp>Expanding data collection on applicants is not a new idea. The Biden administration had already ordered colleges to start reporting \u003ca href=\"https://www.reginfo.gov/public/do/PRAViewDocument?ref_nbr=202402-1850-008\">race and ethnicity data to the department this fall\u003c/a> in order to track changes in diversity in postsecondary education. But in a separate \u003ca href=\"https://www.ed.gov/media/document/secretary-directive-ensuring-transparency-higher-education-admissions-august-7-2025-110497.pdf\">memorandum\u003c/a> to the head of the National Center for Education Statistics (NCES), McMahon asked for even more information, including high school grades and college entrance exam scores, all broken down by race and gender.\u003c/p>\n\u003cp>Bryan Cook, director of higher education policy at the Urban Institute, a think tank in Washington, D.C., called the 120-day timeline “preposterous” because of the enormous technical challenges. For example, IPEDS has never collected high school GPAs. Some schools use a weighted 5.0 scale, giving extra points for advanced classes, and others use an unweighted 4.0 scale, which makes comparisons messy. Other issues are equally thorny. Many schools no longer require applicants to report standardized test scores and some no longer ask them about race so the data that Trump wants doesn’t exist for those colleges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You’ve got this effort to add these elements without a mechanism with which to vet the new variables, as well as a system for ensuring their proper implementation,” said Cook. “You would almost think that whoever implemented this didn’t know what they were doing.”\u003c/p>\n\u003cp>Cook has helped advise the Education Department on the IPEDS data collection for 20 years and served on technical review panels, which are normally convened first to recommend changes to the data collection. Those panels were disbanded earlier this year, and there isn’t one set up to vet Trump’s new admissions data proposal.\u003c/p>\n\u003cp>Cook and other data experts can’t figure out how a decimated education statistics agency could take on this task. All six NCES employees who were involved in IPEDS data collection were fired in March, and there are only three employees left out of 100 at NCES, which is run by an acting commissioner who also has several other jobs.\u003c/p>\n\u003cp>An Education Department official, who did not want to be named, denied that no one left inside the Education Department has IPEDS experience. The official said that staff inside the office of the chief data officer, which is separate from the statistics agency, have a “deep familiarity with IPEDS data, its collection and use.” Former Education Department employees told me that some of these employees have experience in analyzing the data, but not in collecting it.\u003c/p>\n\u003cp>In the past, there were as many as a dozen employees who worked closely with RTI International, a scientific research institute, which handles most of the IPEDS data collection work.\u003c/p>\n\u003ch2>\u003cstrong>Technical review eliminated\u003c/strong>\u003c/h2>\n\u003cp>Of particular concern is that RTI’s \u003ca href=\"https://www.fpds.gov/ezsearch/search.do?q=Integrated+postsecondary+education+data+system++PIID%3A%2291990022F0021%22+PIID%3A%2291990022F0021%22&s=FPDS.GOV&templateName=1.5.3&indexName=awardfull\">$10 million annual contract\u003c/a> to conduct the data collection had been slashed approximately in half by the Department of Government Efficiency, also known as DOGE, according to two former employees, who asked to remain anonymous out of fear of retaliation. Those severe budget cuts eliminated the technical review panels that vet proposed changes to IPEDS, and ended training for colleges and universities to submit data properly, which helped with data quality. RTI did not respond to my request to confirm the cuts or answer questions about the challenges it will face in expanding its work on a reduced budget and staffing.\u003c/p>\n\u003cp>The Education Department did not deny that the IPEDS budget had been cut in half. “The RTI contract is focused on the most mission-critical IPEDS activities,” the Education Department official said. “The contract continues to include at least one task under which a technical review panel can be convened.”\u003c/p>\n\u003cp>Additional elements of the IPEDS data collection have also been reduced, including a contract to check data quality.\u003c/p>\n\u003cp>Last week, the scope of the new task became more apparent. On Aug. 13, the administration released more \u003ca href=\"https://public-inspection.federalregister.gov/2025-15536.pdf\">details about the new admissions data\u003c/a> it wants, describing how the Education Department is attempting to add a whole new survey to IPEDS, called the Admissions and Consumer Transparency Supplement (ACTS), which will disaggregate all admissions data and most student outcome and financial aid data by race and gender. College will have to report on both undergraduate and graduate school admissions. The public has 60 days to comment, and the administration wants colleges to start reporting this data this fall.\u003c/p>\n\u003ch2>\u003cstrong>Complex collection\u003c/strong>\u003c/h2>\n\u003cp>Christine Keller, executive director of the Association for Institutional Research, a trade group of higher education officials who collect and analyze data, called the new survey “one of the most complex IPEDS collections ever attempted.”\u003c/p>\n\u003cp>Traditionally, it has taken years to make much smaller changes to IPEDS, and universities are given a year to start collecting the new data before they are required to submit it. (Roughly 6,000 colleges, universities and vocational schools are required to submit data to IPEDS as a condition for their students to take out federal student loans or receive federal Pell Grants. Failure to comply results in fines and the threat of losing access to federal student aid.)\u003c/p>\n\u003cp>Normally, the Education Department would reveal screenshots of data fields, showing what colleges would need to enter into the IPEDS computer system. But the department has not done that, and several of the data descriptions are ambiguous. For example, colleges will have to report test scores and GPA by quintile, broken down by race and ethnicity and gender. One interpretation is that a college would have to say how many Black male applicants, for example, scored above the 80th percentile on the SAT or the ACT. Another interpretation is that colleges would need to report the average SAT or ACT score of the top 20 percent of Black male applicants.\u003c/p>\n\u003cp>The Association for Institutional Research used to train college administrators on how to collect and submit data correctly and sort through confusing details — until DOGE eliminated that training. “The absence of comprehensive, federally funded training will only increase institutional burden and risk to data quality,” Keller said. Keller’s organization is now dipping into its own budget to offer a small amount of free \u003ca href=\"https://www.airweb.org/academy/offerings/IPEDS\">IPEDS training to universities\u003c/a>.\u003c/p>\n\u003cp>The Education Department is also requiring colleges to report five years of historical admissions data, broken down into numerous subcategories. Institutions have never been asked to keep data on applicants who didn’t enroll.\u003c/p>\n\u003cp>“It’s incredible they’re asking for five years of prior data,” said Jordan Matsudaira, an economist at American University who worked on education policy in the Biden and Obama administrations. “That will be square in the pandemic years when no one was reporting test scores.”\u003c/p>\n\u003ch2>\u003cstrong>‘Misleading results’\u003c/strong>\u003c/h2>\n\u003cp>Matsudaira explained that IPEDS had considered asking colleges for more academic data by race and ethnicity in the past and the Education Department ultimately rejected the proposal. One concern is that slicing and dicing the data into smaller and smaller buckets would mean that there would be too few students and the data would have to be suppressed to protect student privacy. For example, if there were two Native American men in the top 20 percent of SAT scores at one college, many people might be able to guess who they were. And a large amount of suppressed data would make the whole collection less useful.\u003c/p>\n\u003cp>Also, small numbers can lead to wacky results. For example, a small college could have only two Hispanic male applicants with very high SAT scores. If both were accepted, that’s a 100 percent admittance rate. If only 200 white women out of 400 with the same test scores were accepted, that would be only a 50 percent admittance rate. On the surface, that can look like both racial and gender discrimination. But it could have been a fluke. Perhaps both of those Hispanic men were athletes and musicians. The following year, the school might reject two different Hispanic male applicants with high test scores but without such impressive extracurriculars. The admissions rate for Hispanic males with high test scores would drop to zero. “You end up with misleading results,” said Matsudaira.\u003c/p>\n\u003cp>Reporting average test scores by race is another big worry. “It feels like a trap to me,” said Matsudaira. “That is mechanically going to give the administration the pretense of claiming that there’s lower standards of admission for Black students relative to white students when you know that’s not at all a correct inference.”\u003c/p>\n\u003cp>The statistical issue is that there are more Asian and white students at the very high end of the SAT score distribution, and all those perfect 1600s will pull the average up for these racial groups. (Just like a very tall person will skew the average height of a group.) Even if a college has a high test score threshold that it applies to all racial groups and no one below a 1400 is admitted, the average SAT score for Black students will still be lower than that of white students. (See graphic below.) The only way to avoid this is to purely admit by test score and take only the students with the highest scores. At some highly selective universities, there are enough applicants with a 1600 SAT to fill the entire class. But no institution fills its student body by test scores alone. That could mean overlooking applicants with the potential to be concert pianists, star soccer players or great writers.\u003c/p>\n\u003ch2>\u003cstrong>The Average Score Trap\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_65718\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65718\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission-.png\" alt=\"Two graphs side by side\" width=\"1000\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission-.png 1000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission--160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/08/Hechinger-SAT-Admission--768x343.png 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">This graphic by Kirabo Jackson, an economist at Northwestern University, depicts the problem of measuring racial discrimination though average test scores. Even for a university that admits all students above a certain cut score, the average score of one racial group (red) will be higher than the average score of the other group (blue). Source: graphic posted on Bluesky Social by \u003ca href=\"https://bsky.app/profile/joshua-goodman.com/post/3lvtp7vjk722q\">Josh Goodman\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Admissions data is a highly charged political issue. The Biden administration originally spearheaded the collection of college admissions data by race and ethnicity. Democrats wanted to collect this data to show how the nation’s colleges and universities were becoming less diverse with the end of affirmative action. This data is slated to start this fall, following a full technical and procedural review.\u003c/p>\n\u003cp>Now the Trump administration is demanding what was already in the works, and adding a host of new data requirements — without following normal processes. And instead of tracking the declining diversity in higher education, Trump wants to use admissions data to threaten colleges and universities. If the new directive produces bad data that is easy to misinterpret, he may get his wish.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-new-college-admissions-data-collection/\">\u003cem>college admissions data\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Suddenly Sacked: The Final Days of Former NCES Chief’s Term and the Future of Education Data",
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"content": "\u003cp>Peggy Carr’s last day on the job came so abruptly that she only had time to grab a few personal photos and her coat before a security officer escorted her out of her office and into a chilly February afternoon. She still doesn’t know why she was summarily dismissed as commissioner of the National Center for Education Statistics (NCES), where she helped build the National Assessment of Educational Progress into the influential Nation’s Report Card. NCES is the federal government’s third-largest statistical agency after the Census Bureau and the Bureau of Labor Statistics. Running it for three and a half years was the capstone of Carr’s 35-year career at the Education Department.\u003c/p>\n\u003cp>And suddenly, she was out in the cold with no explanation.\u003c/p>\n\u003cp>“I would say that what has happened is a professional tragedy, not just for me, but for all of NCES and my staff,” said Carr, 71, in a recent interview. “But for me, it really was a personal tragedy because I have spent my career helping NCES build its solid reputation as a premier statistical agency in the federal system.”\u003c/p>\n\u003cp>Carr doesn’t know if the decision to fire her came from the White House, Elon Musk’s Department of Government Efficiency or an outside policy advocate.\u003c/p>\n\u003cp>But she is clear about what was lost by the firing of the head of a nonpartisan statistical agency: an objective assessment of how American students are doing. And she finds it “ironic,” she said, that her increasingly grim reports were President Donald Trump’s public rationale for \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">dismantling the Education Department\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Carr was the first woman and the first Black person to run NCES, her “firsts” go back decades. She joined NCES in 1993, after teaching statistics at Howard University and a stint as a statistician in the Education Department’s Office of Civil Rights. “I was the first person of color in NCES to ever have a managerial job, period,” said Carr. She broke a long record: The education statistical agency dates back to 1867, created in the aftermath of the Civil War as part of an effort to help the South recover during Reconstruction. She was appointed commissioner by former President Joe Biden in 2021.\u003c/p>\n\u003cp>“It’s a kill-the-messenger strategy,” she said. “We have just been the messenger of how students in this country are faring.”\u003c/p>\n\u003cp>Congress established a six-year term for the commissioner so that the job would straddle administrations and insulate statistics from politics. Carr’s term was supposed to extend through 2027, but she made history with yet another first: the first NCES commissioner to be fired by a president.\u003c/p>\n\u003cp>Carr wasn’t thinking about her gender or her race, despite the fact that three days earlier, Trump had abruptly fired another Black senior official, Gen. Charles Q. Brown Jr., the chairman of the Joint Chiefs of Staff. “Maybe they found out I was the only Biden appointee left in the department,” Carr said. “Maybe they didn’t realize that until then.”\u003c/p>\n\u003cp>Carr has reason to be puzzled by her firing. She is hardly a radical. She defended standardized tests against charges that they are racist. She publicly made the case that the nation needs to pay attention to achievement gaps, even if it sometimes means putting a spotlight on the low achievement of Black and Hispanic students. “The data can reveal things about what people can do to improve it,” Carr said.\u003c/p>\n\u003cp>She was dismissed on Feb. 24, more than a week before Education Secretary Linda McMahon’s Senate confirmation on March 3. The department named Carr’s deputy, Chris Chapman, to act as her replacement, but subsequently fired him in a round of mass layoffs on March 11. The agency was then leaderless until July 7, when another senior department official was told to add NCES to his responsibilities.\u003c/p>\n\u003ch2>\u003cstrong>Civil servant\u003c/strong>\u003c/h2>\n\u003cp>In January, at the start of the second Trump administration, Carr thought her job was relatively safe. As a career civil servant, she’d worked with many Republican administrations and served as second in command under James “Lynn” Woodworth, whom Trump appointed as NCES commissioner in his first term. Both Woodworth and Carr say they had a good working relationship because they both cared about getting the numbers right. Indeed, Woodworth was so troubled and disturbed by Carr’s dismissal and the fate of the nation’s education statistics agency that he \u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">spoke out publicly\u003c/a>, risking retaliation.\u003c/p>\n\u003cp>Even Carr’s fiercest critics, who contend she was an entrenched bureaucrat who failed to modernize the statistical service and allowed costs to balloon, condemned the humiliating way she was dismissed.\u003c/p>\n\u003cp>“She deserves the nation’s gratitude and thanks” for setting up a whole system of assessments, said Mark Schneider, who served as the director of the Institute of Education Sciences (IES), which oversees NCES, from 2018 to 2024 and as NCES commissioner from 2005 to 2008.\u003c/p>\n\u003cfigure id=\"attachment_65604\" class=\"wp-caption alignnone\" style=\"max-width: 2378px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65604\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2.jpg\" alt=\"Framed document on a table\" width=\"2378\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2.jpg 2378w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-2000x1334.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-2048x1366.jpg 2048w\" sizes=\"auto, (max-width: 2378px) 100vw, 2378px\">\u003cfigcaption class=\"wp-caption-text\">The official appointment of Peggy Carr as commissioner of the National Center for Education Statistics by former President Joe Biden. \u003ccite>(Valerie Plesch for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>A landing team\u003c/strong>\u003c/h2>\n\u003cp>The transition seemed normal at first. A “landing team” — emissaries from the Trump transition team — arrived in mid-January and Carr briefed them three times. They asked questions about NCES’s statistical work. “They were quite pleasant, to be honest,” Carr said. “They seemed curious and interested.”\u003c/p>\n\u003cp>“But that was before DOGE got there,” she said.\u003c/p>\n\u003cp>Carr released the 2024 Nation’s Report Card on Jan. 29. \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">More students lacked the most basic reading and math skills\u003c/a>. It was front-page news across the nation.\u003c/p>\n\u003cp>Days later, DOGE arrived. Still, Carr wasn’t worried. “We actually thought we were going to be OK,” Carr said. “We thought that their focus was going to be on grants, not contracts.”\u003c/p>\n\u003cp>The Institute of Education Sciences had awarded millions of dollars in grants to professors and private-sector researchers to study ways to improve diversity and equity in the classroom — priorities that were now out of favor with the Trump team. Carr’s agency is housed under the IES umbrella, but Carr’s work didn’t touch upon any of that.\u003c/p>\n\u003cp>However, NCES has an unusual structure. Unlike other statistics agencies, NCES has never had many statisticians on staff and didn’t do much in-house statistical work. Because Congress put restrictions on its staffing levels, NCES had to rely on outside contractors to do 90 percent of the data work. Only through outside contractors was the Education Department able to measure academic achievement, count students and track university tuition costs. Its small staff of 100 primarily managed and oversaw the contracts.\u003c/p>\n\u003ch2>\u003cstrong>Keyword searches\u003c/strong>\u003c/h2>\n\u003cp>Following DOGE instructions, Carr’s team conducted keyword searches of DEI language in her agency’s contracts. “Everyone was asked to do that,” she said. “That wasn’t so bad. The chaotic part really started when questions were being asked about reductions in the contracts themselves.”\u003c/p>\n\u003cp>Carr said she never had direct contact with anyone on Musk’s team, and she doesn’t even know how many of them descended upon the Education Department. Her interaction with DOGE was secondhand. Matthew Soldner, acting director of IES, summoned Carr and the rest of his executive team to his office to respond to DOGE’s demands. “We met constantly, trying to figure out what DOGE wanted,” Carr said. DOGE’s orders were primarily transmitted through Jonathan Bettis, an Education Department attorney, who was experienced with procurement and contracts. It was Bettis who talked directly with the DOGE team, Carr said.\u003c/p>\n\u003cp>The main DOGE representative who took an interest in NCES was “Conor.” “I don’t know his last name,” said Carr. “My staff never saw anyone else but Conor if they saw him at all.” Conor is \u003ca href=\"https://projects.propublica.org/elon-musk-doge-tracker/#Conor-Fennessy\">32-year-old Conor Fennessy\u003c/a>, according to several media reports. His deleted LinkedIn profile said he has a \u003ca href=\"https://www.nytimes.com/interactive/2025/02/27/us/politics/doge-staff-list.html\">background in finance\u003c/a>. (Fennessy has also been involved in getting access to data at Health and Human Services and spearheading cuts at the National Park Service, according to media reports.) Efforts to reach Fennessy through the Education Department and through DOGE were unsuccessful.\u003c/p>\n\u003cp>“It was chaotic,” said Carr. “Bettis would tell us what DOGE wanted, and we ran away to get it done. And then things might change the next day. ‘You need to cut more.’ ‘I need to understand more about what this contract does or that contract does.’”\u003c/p>\n\u003cp>It was a lot. Carr oversaw 60 data collections, some with multiple parts. “There were so many contracts and there were hundreds of lines on our acquisition plans,” she said. “It was a very complex and time-consuming task.”\u003c/p>\n\u003ch2>\u003cstrong>Lost in translation\u003c/strong>\u003c/h2>\n\u003cp>The questions kept coming. “It was like playing telephone tag when you have complicated data collections and you’re trying to explain it,” Carr said. Bettis “would sometimes not understand what my managers or I were saying about what we could cut or could not cut. And so there was this translation problem,” she said. (Efforts to reach Bettis were unsuccessful.) Eventually a couple of Carr’s managers were allowed to talk to DOGE employees directly.\u003c/p>\n\u003cp>Carr said her staff begged DOGE not to cut a technology platform called EDPass, which is used by state education agencies to submit data to the federal Education Department on everything from student enrollment to graduation rates. For Carr, EDPass was a particular point of pride in her effort to modernize and process data more efficiently. EDPass slashed the time it took to release data from 20 months in 2016-17 to just \u003ca href=\"https://nces.ed.gov/learn/blog/common-core-data-ccd-nonfiscal-data-releases-how-national-center-education-statistics-improved\">four months in 2023-24\u003c/a>.\u003c/p>\n\u003cp>Carr said DOGE did not spare EDPass. Indeed, DOGE did not spare much of NCES.\u003c/p>\n\u003cp>On Feb 10, only about a week after DOGE arrived, Carr learned that 89 of her contracts were terminated, which represented the vast majority of the statistical work that her agency conducts. “We were in shock,” said Carr. “What do you mean it’s all gone?”\u003c/p>\n\u003cp>Even its advocates concede that NCES needed reforms. The agency was slow to release data, it used some outdated collection methods and there were places where costs could be trimmed. Education Department spokesperson Madi Biedermann said that the department, “in partnership with DOGE employees,” found contracts with overhead and administrative expenses that exceeded 50 percent, “a clear example of contractors taking advantage of the American taxpayer.”\u003c/p>\n\u003ch2>\u003cstrong>Piloting an old airplane\u003c/strong>\u003c/h2>\n\u003cp>Carr said she was never a fan of the contracting system and wished she could have built an in-house statistical agency like those at the Census Bureau and the Bureau of Labor Statistics. But that would have required congressional authorization for the Education Department to increase its headcount. That never happened. Carr was piloting an old airplane, taped together through a complicated network of contracts, while attempting to modernize and fix it. She said she was trying to follow the \u003ca href=\"https://www.nationalacademies.org/our-work/a-vision-and-roadmap-for-education-statistics-in-2030-and-beyond\">2022 recommendations of a National Academies panel\u003c/a>, but it wasn’t easy.\u003c/p>\n\u003cp>The chaos continued over the next two weeks. DOGE provided guidelines for justifying the reinstatement of contracts it had just killed and Carr’s team worked long hours trying to save the data. Carr was particularly worried about preserving the interagency agreement with the Census Bureau, which was needed to calculate federal Title I allocations to high-poverty schools. Those calculations needed to be ready by June and the clock was ticking.\u003c/p>\n\u003cp>Her agency was also responsible for \u003ca href=\"https://nces.ed.gov/programs/edge/\">documenting geographic boundaries\u003c/a> for school districts and classifying locales as urban, rural, suburban or town. Title I allocations relied on this data, as did a \u003ca href=\"https://www.ed.gov/grants-and-programs/formula-grants/rural-education-achievement-program\">federal program for funding rural districts\u003c/a>. “My staff was panicking,” said Carr.\u003c/p>\n\u003cp>The DOGE sledgehammer came just as schools were administering an important international test — the Program for International Student Assessment (PISA). The department was also in the midst of a national teachers and principals survey. “People were worried about what was going to happen with those,” said Carr.\u003c/p>\n\u003cp>Even though DOGE terminated the PISA contract, the contractor continued testing in schools and finished its data collection in June. But now it’s unclear who will tabulate the scores and analyze them. The Education Department \u003ca href=\"https://www.courtlistener.com/docket/69896743/46/2/american-educational-research-association-v-us-department-of-education/\">disclosed\u003c/a> in a June legal brief that it is restarting PISA. “I was told that they’re not going to do the national report, which is a little concerning to me,” Carr said. Asked for confirmation, the Education Department did not respond.\u003c/p>\n\u003cp>Another widely used data collection, the Early Childhood Longitudinal Survey (ECLS-K 2024), which tracks a cohort of students from kindergarten through elementary school, was supposed to collect its second year of data as the kindergarteners progressed to first grade. “We had to give up on that,” said Carr.\u003c/p>\n\u003ch2>\u003cstrong>NAEP anxiety\u003c/strong>\u003c/h2>\n\u003cp>Carr said that behind the scenes, her priority was to save NAEP. DOGE was demanding aggressive cuts, and she worked throughout the weekend of Feb. 22-23 with her managers and the NAEP contractors to satisfy the demands. “We thought we could cut 28 percent — I even remember the number — without cutting into critical things,” she said. “That’s what I told them I could do.”\u003c/p>\n\u003cp>DOGE had been demanding 50 percent cuts to NAEP’s $185 million budget, according to several former Education Department employees. Carr could not see a way to cut that deep. The whole point of the exam is to track student achievement over time, and if too many corners were cut, it could “break the trend,” she said, making it impossible to compare the next test results in 2026 with historical scores.\u003c/p>\n\u003cp>“I am responsible in statute and I could not cut NAEP as much as they wanted to without cutting into congressionally mandated activities,” Carr said. “I told them that.”\u003c/p>\n\u003cp>While Carr and DOGE remained far apart in negotiations over cost, a security officer appeared at her office door at 3:50 p.m. on Feb. 24. Carr remembers the exact time because colleagues were waiting at her door to join her for a 4 p.m. Zoom meeting with the chair of the board that oversees NAEP.\u003c/p>\n\u003cp>The security officer closed the door to her office so he could tell her privately that he was there to escort her out. He said she had 15 minutes to leave. “Escort me where? What do you mean?” Carr asked. “I was in shock. I wasn’t even quite understanding what he was asking, to be honest.”\u003c/p>\n\u003cp>The security officer told her about an email saying she was put on administrative leave. Carr checked her inbox. It was there, sent within the previous hour.\u003c/p>\n\u003cp>The security officer “was very nice,” she said. “He refused to call me Peggy,” and addressed her as Dr. Carr. “He helped me collect my things, and I left.” He opened the doors for her and walked her to her car.\u003c/p>\n\u003cp>“I had no idea that this was going to happen, so it was shocking and unexpected,” Carr said. “I was working like I do every other day, a busy day where every minute is filled with something.”\u003c/p>\n\u003cp>She said she’s asked the department why she was dismissed so abruptly, but has not received a response. The Education Department said it does not comment to the public on its personnel actions.\u003c/p>\n\u003ch2>\u003cstrong>Packing via Zoom\u003c/strong>\u003c/h2>\n\u003cp>Two days later, Carr returned to pick up other belongings. Via Zoom, Carr’s staff had gone through her office with her — 35 years worth of papers and memorabilia — and packed up so many boxes that Carr had to bring a second car, an SUV.\u003c/p>\n\u003cp>When Carr and her husband arrived, she said, “there were all these people waiting in the front of the building cheering me on. The men helped me put the things in my husband’s car and my car. It was a real tearjerker. And that was before they would be dismissed. They didn’t know they would be next.”\u003c/p>\n\u003cp>Less than two weeks later, on March 11, most of Carr’s staff — more than 90 NCES staffers — was fired. Only three remained. “I thought maybe they just made a mistake, that it was going to be a ‘whoops moment’ like with the bird flu scientists or the people overseeing the weapons arsenal,” Carr said.\u003c/p>\n\u003cp>The fate of NCES remains uncertain. The Education Department says that it is restarting and reassessing some of the data collections that DOGE terminated, but the scope of the work might be much smaller. Carr says it will take years to understand the full extent of the damage. Carr was slated to issue a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2025/07/A-Message-from-Dr.-Peggy-Carr-July-14-2025.docx.pdf\">statement\u003c/a> about her thoughts on NCES on July 14.\u003c/p>\n\u003ch2>\u003cstrong>The damage\u003c/strong>\u003c/h2>\n\u003cp>The immediate problem is that there aren’t enough personnel to do the work that Congress mandates. So far, NCES \u003ca href=\"https://hechingerreport.org/proof-points-condition-of-education/\">has missed an annual deadline\u003c/a> for delivering a statistical report to Congress — a deadline NCES had “never, ever missed” in its history, Carr said — and \u003ca href=\"https://hechingerreport.org/proof-points-delay-release-naep-science/\">failed to release the 2024 NAEP science test scores\u003c/a> in June because there was no commissioner to sign off on them. But the department managed to calculate the Title I allocations to high-poverty schools “in the nick of time,” Carr said.\u003c/p>\n\u003cp>In addition to the collection of fresh data, Carr is concerned about the maintenance of historical datasets. When DOGE canceled the contracts, Carr counted that NCES had 550 datasets scattered in different locations. NCES doesn’t have its own data warehouse and Carr was trying to corral and store the datasets. She’s worried about protecting privacy and student confidentiality.\u003c/p>\n\u003cp>An Education Department official said that this data is safe and will soon be transferred to IES’s secure servers.\u003c/p>\n\u003cfigure id=\"attachment_65606\" class=\"wp-caption alignnone\" style=\"max-width: 2382px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65606\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP.jpg\" alt='Person holding artwork that spells out \"NAEP\"' width=\"2382\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP.jpg 2382w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-2000x1332.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-2048x1364.jpg 2048w\" sizes=\"auto, (max-width: 2382px) 100vw, 2382px\">\u003cfigcaption class=\"wp-caption-text\">Peggy Carr holds artwork made by a former colleague at the National Center for Education Statistics. NAEP stands for the National Assessment of Educational Progress, which Carr helped build into the influential barometer of how American students are faring. \u003ccite>(Valerie Plesch for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the meantime, Carr says she plans to stay involved in education statistics — but from the outside. “With this administration wanting to push education down to the states, there are opportunities that I see in my next chapter,” Carr said. She said she’s been talking with states and school districts about calculating where they rank on an international yardstick.\u003c/p>\n\u003cp>Carr is in close touch with her former team. In May, 50 of them gathered at a church in Virginia to commiserate. A senior statistician gave Carr a homespun plaque of glued blue buttons spelling the letters NAEP with a shiny gold star above it. It was a fitting gift. NAEP is regarded as the best designed test in the country, the gold standard. Carr built that reputation, and now it has gone home with her.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-peggy-carr-interview-nces/\">\u003cem>Peggy Carr\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Peggy Carr’s last day on the job came so abruptly that she only had time to grab a few personal photos and her coat before a security officer escorted her out of her office and into a chilly February afternoon. She still doesn’t know why she was summarily dismissed as commissioner of the National Center for Education Statistics (NCES), where she helped build the National Assessment of Educational Progress into the influential Nation’s Report Card. NCES is the federal government’s third-largest statistical agency after the Census Bureau and the Bureau of Labor Statistics. Running it for three and a half years was the capstone of Carr’s 35-year career at the Education Department.\u003c/p>\n\u003cp>And suddenly, she was out in the cold with no explanation.\u003c/p>\n\u003cp>“I would say that what has happened is a professional tragedy, not just for me, but for all of NCES and my staff,” said Carr, 71, in a recent interview. “But for me, it really was a personal tragedy because I have spent my career helping NCES build its solid reputation as a premier statistical agency in the federal system.”\u003c/p>\n\u003cp>Carr doesn’t know if the decision to fire her came from the White House, Elon Musk’s Department of Government Efficiency or an outside policy advocate.\u003c/p>\n\u003cp>But she is clear about what was lost by the firing of the head of a nonpartisan statistical agency: an objective assessment of how American students are doing. And she finds it “ironic,” she said, that her increasingly grim reports were President Donald Trump’s public rationale for \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">dismantling the Education Department\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Carr was the first woman and the first Black person to run NCES, her “firsts” go back decades. She joined NCES in 1993, after teaching statistics at Howard University and a stint as a statistician in the Education Department’s Office of Civil Rights. “I was the first person of color in NCES to ever have a managerial job, period,” said Carr. She broke a long record: The education statistical agency dates back to 1867, created in the aftermath of the Civil War as part of an effort to help the South recover during Reconstruction. She was appointed commissioner by former President Joe Biden in 2021.\u003c/p>\n\u003cp>“It’s a kill-the-messenger strategy,” she said. “We have just been the messenger of how students in this country are faring.”\u003c/p>\n\u003cp>Congress established a six-year term for the commissioner so that the job would straddle administrations and insulate statistics from politics. Carr’s term was supposed to extend through 2027, but she made history with yet another first: the first NCES commissioner to be fired by a president.\u003c/p>\n\u003cp>Carr wasn’t thinking about her gender or her race, despite the fact that three days earlier, Trump had abruptly fired another Black senior official, Gen. Charles Q. Brown Jr., the chairman of the Joint Chiefs of Staff. “Maybe they found out I was the only Biden appointee left in the department,” Carr said. “Maybe they didn’t realize that until then.”\u003c/p>\n\u003cp>Carr has reason to be puzzled by her firing. She is hardly a radical. She defended standardized tests against charges that they are racist. She publicly made the case that the nation needs to pay attention to achievement gaps, even if it sometimes means putting a spotlight on the low achievement of Black and Hispanic students. “The data can reveal things about what people can do to improve it,” Carr said.\u003c/p>\n\u003cp>She was dismissed on Feb. 24, more than a week before Education Secretary Linda McMahon’s Senate confirmation on March 3. The department named Carr’s deputy, Chris Chapman, to act as her replacement, but subsequently fired him in a round of mass layoffs on March 11. The agency was then leaderless until July 7, when another senior department official was told to add NCES to his responsibilities.\u003c/p>\n\u003ch2>\u003cstrong>Civil servant\u003c/strong>\u003c/h2>\n\u003cp>In January, at the start of the second Trump administration, Carr thought her job was relatively safe. As a career civil servant, she’d worked with many Republican administrations and served as second in command under James “Lynn” Woodworth, whom Trump appointed as NCES commissioner in his first term. Both Woodworth and Carr say they had a good working relationship because they both cared about getting the numbers right. Indeed, Woodworth was so troubled and disturbed by Carr’s dismissal and the fate of the nation’s education statistics agency that he \u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">spoke out publicly\u003c/a>, risking retaliation.\u003c/p>\n\u003cp>Even Carr’s fiercest critics, who contend she was an entrenched bureaucrat who failed to modernize the statistical service and allowed costs to balloon, condemned the humiliating way she was dismissed.\u003c/p>\n\u003cp>“She deserves the nation’s gratitude and thanks” for setting up a whole system of assessments, said Mark Schneider, who served as the director of the Institute of Education Sciences (IES), which oversees NCES, from 2018 to 2024 and as NCES commissioner from 2005 to 2008.\u003c/p>\n\u003cfigure id=\"attachment_65604\" class=\"wp-caption alignnone\" style=\"max-width: 2378px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65604\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2.jpg\" alt=\"Framed document on a table\" width=\"2378\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2.jpg 2378w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-2000x1334.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-2-2048x1366.jpg 2048w\" sizes=\"auto, (max-width: 2378px) 100vw, 2378px\">\u003cfigcaption class=\"wp-caption-text\">The official appointment of Peggy Carr as commissioner of the National Center for Education Statistics by former President Joe Biden. \u003ccite>(Valerie Plesch for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>A landing team\u003c/strong>\u003c/h2>\n\u003cp>The transition seemed normal at first. A “landing team” — emissaries from the Trump transition team — arrived in mid-January and Carr briefed them three times. They asked questions about NCES’s statistical work. “They were quite pleasant, to be honest,” Carr said. “They seemed curious and interested.”\u003c/p>\n\u003cp>“But that was before DOGE got there,” she said.\u003c/p>\n\u003cp>Carr released the 2024 Nation’s Report Card on Jan. 29. \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">More students lacked the most basic reading and math skills\u003c/a>. It was front-page news across the nation.\u003c/p>\n\u003cp>Days later, DOGE arrived. Still, Carr wasn’t worried. “We actually thought we were going to be OK,” Carr said. “We thought that their focus was going to be on grants, not contracts.”\u003c/p>\n\u003cp>The Institute of Education Sciences had awarded millions of dollars in grants to professors and private-sector researchers to study ways to improve diversity and equity in the classroom — priorities that were now out of favor with the Trump team. Carr’s agency is housed under the IES umbrella, but Carr’s work didn’t touch upon any of that.\u003c/p>\n\u003cp>However, NCES has an unusual structure. Unlike other statistics agencies, NCES has never had many statisticians on staff and didn’t do much in-house statistical work. Because Congress put restrictions on its staffing levels, NCES had to rely on outside contractors to do 90 percent of the data work. Only through outside contractors was the Education Department able to measure academic achievement, count students and track university tuition costs. Its small staff of 100 primarily managed and oversaw the contracts.\u003c/p>\n\u003ch2>\u003cstrong>Keyword searches\u003c/strong>\u003c/h2>\n\u003cp>Following DOGE instructions, Carr’s team conducted keyword searches of DEI language in her agency’s contracts. “Everyone was asked to do that,” she said. “That wasn’t so bad. The chaotic part really started when questions were being asked about reductions in the contracts themselves.”\u003c/p>\n\u003cp>Carr said she never had direct contact with anyone on Musk’s team, and she doesn’t even know how many of them descended upon the Education Department. Her interaction with DOGE was secondhand. Matthew Soldner, acting director of IES, summoned Carr and the rest of his executive team to his office to respond to DOGE’s demands. “We met constantly, trying to figure out what DOGE wanted,” Carr said. DOGE’s orders were primarily transmitted through Jonathan Bettis, an Education Department attorney, who was experienced with procurement and contracts. It was Bettis who talked directly with the DOGE team, Carr said.\u003c/p>\n\u003cp>The main DOGE representative who took an interest in NCES was “Conor.” “I don’t know his last name,” said Carr. “My staff never saw anyone else but Conor if they saw him at all.” Conor is \u003ca href=\"https://projects.propublica.org/elon-musk-doge-tracker/#Conor-Fennessy\">32-year-old Conor Fennessy\u003c/a>, according to several media reports. His deleted LinkedIn profile said he has a \u003ca href=\"https://www.nytimes.com/interactive/2025/02/27/us/politics/doge-staff-list.html\">background in finance\u003c/a>. (Fennessy has also been involved in getting access to data at Health and Human Services and spearheading cuts at the National Park Service, according to media reports.) Efforts to reach Fennessy through the Education Department and through DOGE were unsuccessful.\u003c/p>\n\u003cp>“It was chaotic,” said Carr. “Bettis would tell us what DOGE wanted, and we ran away to get it done. And then things might change the next day. ‘You need to cut more.’ ‘I need to understand more about what this contract does or that contract does.’”\u003c/p>\n\u003cp>It was a lot. Carr oversaw 60 data collections, some with multiple parts. “There were so many contracts and there were hundreds of lines on our acquisition plans,” she said. “It was a very complex and time-consuming task.”\u003c/p>\n\u003ch2>\u003cstrong>Lost in translation\u003c/strong>\u003c/h2>\n\u003cp>The questions kept coming. “It was like playing telephone tag when you have complicated data collections and you’re trying to explain it,” Carr said. Bettis “would sometimes not understand what my managers or I were saying about what we could cut or could not cut. And so there was this translation problem,” she said. (Efforts to reach Bettis were unsuccessful.) Eventually a couple of Carr’s managers were allowed to talk to DOGE employees directly.\u003c/p>\n\u003cp>Carr said her staff begged DOGE not to cut a technology platform called EDPass, which is used by state education agencies to submit data to the federal Education Department on everything from student enrollment to graduation rates. For Carr, EDPass was a particular point of pride in her effort to modernize and process data more efficiently. EDPass slashed the time it took to release data from 20 months in 2016-17 to just \u003ca href=\"https://nces.ed.gov/learn/blog/common-core-data-ccd-nonfiscal-data-releases-how-national-center-education-statistics-improved\">four months in 2023-24\u003c/a>.\u003c/p>\n\u003cp>Carr said DOGE did not spare EDPass. Indeed, DOGE did not spare much of NCES.\u003c/p>\n\u003cp>On Feb 10, only about a week after DOGE arrived, Carr learned that 89 of her contracts were terminated, which represented the vast majority of the statistical work that her agency conducts. “We were in shock,” said Carr. “What do you mean it’s all gone?”\u003c/p>\n\u003cp>Even its advocates concede that NCES needed reforms. The agency was slow to release data, it used some outdated collection methods and there were places where costs could be trimmed. Education Department spokesperson Madi Biedermann said that the department, “in partnership with DOGE employees,” found contracts with overhead and administrative expenses that exceeded 50 percent, “a clear example of contractors taking advantage of the American taxpayer.”\u003c/p>\n\u003ch2>\u003cstrong>Piloting an old airplane\u003c/strong>\u003c/h2>\n\u003cp>Carr said she was never a fan of the contracting system and wished she could have built an in-house statistical agency like those at the Census Bureau and the Bureau of Labor Statistics. But that would have required congressional authorization for the Education Department to increase its headcount. That never happened. Carr was piloting an old airplane, taped together through a complicated network of contracts, while attempting to modernize and fix it. She said she was trying to follow the \u003ca href=\"https://www.nationalacademies.org/our-work/a-vision-and-roadmap-for-education-statistics-in-2030-and-beyond\">2022 recommendations of a National Academies panel\u003c/a>, but it wasn’t easy.\u003c/p>\n\u003cp>The chaos continued over the next two weeks. DOGE provided guidelines for justifying the reinstatement of contracts it had just killed and Carr’s team worked long hours trying to save the data. Carr was particularly worried about preserving the interagency agreement with the Census Bureau, which was needed to calculate federal Title I allocations to high-poverty schools. Those calculations needed to be ready by June and the clock was ticking.\u003c/p>\n\u003cp>Her agency was also responsible for \u003ca href=\"https://nces.ed.gov/programs/edge/\">documenting geographic boundaries\u003c/a> for school districts and classifying locales as urban, rural, suburban or town. Title I allocations relied on this data, as did a \u003ca href=\"https://www.ed.gov/grants-and-programs/formula-grants/rural-education-achievement-program\">federal program for funding rural districts\u003c/a>. “My staff was panicking,” said Carr.\u003c/p>\n\u003cp>The DOGE sledgehammer came just as schools were administering an important international test — the Program for International Student Assessment (PISA). The department was also in the midst of a national teachers and principals survey. “People were worried about what was going to happen with those,” said Carr.\u003c/p>\n\u003cp>Even though DOGE terminated the PISA contract, the contractor continued testing in schools and finished its data collection in June. But now it’s unclear who will tabulate the scores and analyze them. The Education Department \u003ca href=\"https://www.courtlistener.com/docket/69896743/46/2/american-educational-research-association-v-us-department-of-education/\">disclosed\u003c/a> in a June legal brief that it is restarting PISA. “I was told that they’re not going to do the national report, which is a little concerning to me,” Carr said. Asked for confirmation, the Education Department did not respond.\u003c/p>\n\u003cp>Another widely used data collection, the Early Childhood Longitudinal Survey (ECLS-K 2024), which tracks a cohort of students from kindergarten through elementary school, was supposed to collect its second year of data as the kindergarteners progressed to first grade. “We had to give up on that,” said Carr.\u003c/p>\n\u003ch2>\u003cstrong>NAEP anxiety\u003c/strong>\u003c/h2>\n\u003cp>Carr said that behind the scenes, her priority was to save NAEP. DOGE was demanding aggressive cuts, and she worked throughout the weekend of Feb. 22-23 with her managers and the NAEP contractors to satisfy the demands. “We thought we could cut 28 percent — I even remember the number — without cutting into critical things,” she said. “That’s what I told them I could do.”\u003c/p>\n\u003cp>DOGE had been demanding 50 percent cuts to NAEP’s $185 million budget, according to several former Education Department employees. Carr could not see a way to cut that deep. The whole point of the exam is to track student achievement over time, and if too many corners were cut, it could “break the trend,” she said, making it impossible to compare the next test results in 2026 with historical scores.\u003c/p>\n\u003cp>“I am responsible in statute and I could not cut NAEP as much as they wanted to without cutting into congressionally mandated activities,” Carr said. “I told them that.”\u003c/p>\n\u003cp>While Carr and DOGE remained far apart in negotiations over cost, a security officer appeared at her office door at 3:50 p.m. on Feb. 24. Carr remembers the exact time because colleagues were waiting at her door to join her for a 4 p.m. Zoom meeting with the chair of the board that oversees NAEP.\u003c/p>\n\u003cp>The security officer closed the door to her office so he could tell her privately that he was there to escort her out. He said she had 15 minutes to leave. “Escort me where? What do you mean?” Carr asked. “I was in shock. I wasn’t even quite understanding what he was asking, to be honest.”\u003c/p>\n\u003cp>The security officer told her about an email saying she was put on administrative leave. Carr checked her inbox. It was there, sent within the previous hour.\u003c/p>\n\u003cp>The security officer “was very nice,” she said. “He refused to call me Peggy,” and addressed her as Dr. Carr. “He helped me collect my things, and I left.” He opened the doors for her and walked her to her car.\u003c/p>\n\u003cp>“I had no idea that this was going to happen, so it was shocking and unexpected,” Carr said. “I was working like I do every other day, a busy day where every minute is filled with something.”\u003c/p>\n\u003cp>She said she’s asked the department why she was dismissed so abruptly, but has not received a response. The Education Department said it does not comment to the public on its personnel actions.\u003c/p>\n\u003ch2>\u003cstrong>Packing via Zoom\u003c/strong>\u003c/h2>\n\u003cp>Two days later, Carr returned to pick up other belongings. Via Zoom, Carr’s staff had gone through her office with her — 35 years worth of papers and memorabilia — and packed up so many boxes that Carr had to bring a second car, an SUV.\u003c/p>\n\u003cp>When Carr and her husband arrived, she said, “there were all these people waiting in the front of the building cheering me on. The men helped me put the things in my husband’s car and my car. It was a real tearjerker. And that was before they would be dismissed. They didn’t know they would be next.”\u003c/p>\n\u003cp>Less than two weeks later, on March 11, most of Carr’s staff — more than 90 NCES staffers — was fired. Only three remained. “I thought maybe they just made a mistake, that it was going to be a ‘whoops moment’ like with the bird flu scientists or the people overseeing the weapons arsenal,” Carr said.\u003c/p>\n\u003cp>The fate of NCES remains uncertain. The Education Department says that it is restarting and reassessing some of the data collections that DOGE terminated, but the scope of the work might be much smaller. Carr says it will take years to understand the full extent of the damage. Carr was slated to issue a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2025/07/A-Message-from-Dr.-Peggy-Carr-July-14-2025.docx.pdf\">statement\u003c/a> about her thoughts on NCES on July 14.\u003c/p>\n\u003ch2>\u003cstrong>The damage\u003c/strong>\u003c/h2>\n\u003cp>The immediate problem is that there aren’t enough personnel to do the work that Congress mandates. So far, NCES \u003ca href=\"https://hechingerreport.org/proof-points-condition-of-education/\">has missed an annual deadline\u003c/a> for delivering a statistical report to Congress — a deadline NCES had “never, ever missed” in its history, Carr said — and \u003ca href=\"https://hechingerreport.org/proof-points-delay-release-naep-science/\">failed to release the 2024 NAEP science test scores\u003c/a> in June because there was no commissioner to sign off on them. But the department managed to calculate the Title I allocations to high-poverty schools “in the nick of time,” Carr said.\u003c/p>\n\u003cp>In addition to the collection of fresh data, Carr is concerned about the maintenance of historical datasets. When DOGE canceled the contracts, Carr counted that NCES had 550 datasets scattered in different locations. NCES doesn’t have its own data warehouse and Carr was trying to corral and store the datasets. She’s worried about protecting privacy and student confidentiality.\u003c/p>\n\u003cp>An Education Department official said that this data is safe and will soon be transferred to IES’s secure servers.\u003c/p>\n\u003cfigure id=\"attachment_65606\" class=\"wp-caption alignnone\" style=\"max-width: 2382px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65606\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP.jpg\" alt='Person holding artwork that spells out \"NAEP\"' width=\"2382\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP.jpg 2382w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-2000x1332.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/07/Hechinger-Peggy-Carr-NAEP-2048x1364.jpg 2048w\" sizes=\"auto, (max-width: 2382px) 100vw, 2382px\">\u003cfigcaption class=\"wp-caption-text\">Peggy Carr holds artwork made by a former colleague at the National Center for Education Statistics. NAEP stands for the National Assessment of Educational Progress, which Carr helped build into the influential barometer of how American students are faring. \u003ccite>(Valerie Plesch for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the meantime, Carr says she plans to stay involved in education statistics — but from the outside. “With this administration wanting to push education down to the states, there are opportunities that I see in my next chapter,” Carr said. She said she’s been talking with states and school districts about calculating where they rank on an international yardstick.\u003c/p>\n\u003cp>Carr is in close touch with her former team. In May, 50 of them gathered at a church in Virginia to commiserate. A senior statistician gave Carr a homespun plaque of glued blue buttons spelling the letters NAEP with a shiny gold star above it. It was a fitting gift. NAEP is regarded as the best designed test in the country, the gold standard. Carr built that reputation, and now it has gone home with her.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-peggy-carr-interview-nces/\">\u003cem>Peggy Carr\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Another Education Department Delay: Release of NAEP Science Scores",
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"content": "\u003cp>The repercussions from the decimation of staff at the Education Department keep coming. Last week, the fallout led to a delay in releasing results from a national science test.\u003c/p>\n\u003cp>The National Assessment of Educational Progress (NAEP) is best known for tests that track reading and math achievement but includes other subjects too. In early 2024, when the main reading and math tests were administered, there was also a science section for eighth graders.\u003c/p>\n\u003cp>The board that oversees NAEP had \u003ca href=\"https://www.nagb.gov/about-us/quarterly-board-meetings/2025/2025-may.html\">announced at its May meeting\u003c/a> that it planned to release the \u003ca href=\"https://www.nagb.gov/content/dam/nagb/en/documents/what-we-do/quarterly-board-meeting-materials/2025-05/3-plenary-sessions/discussion-and-action-release-plan-for-2024-naep-science/02-release-plan-for-2024-naep-science-results-r-d-approved-draft.pdf\">science results in June\u003c/a>. But that month has since come and gone.\u003c/p>\n\u003cp>Why the delay? There is no commissioner of education statistics to sign off on the score report, a requirement before it is released, according to five current and former officials who are familiar with the release of NAEP scores, but asked to remain anonymous because they were not authorized to speak to the press or feared retaliation.\u003c/p>\n\u003cp>Peggy Carr, a former Biden administration appointee, was dismissed as the commissioner of the National Center for Education Statistics in February, two years before the end of her six-year term set by Congress. Chris Chapman was named acting commissioner, but then he was \u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">fired in March\u003c/a>, along with half the employees at the Education Department. The role has remained vacant since.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A spokesman for the National Assessment Governing Board, which oversees NAEP, said the science scores will be released later this summer, but denied that the lack of a commissioner is the obstacle. “The report building is proceeding so the naming of a commissioner is not a bureaucratic hold up to its progress,” Stephaan Harris said by email.\u003c/p>\n\u003cp>The delay matters. Education policymakers have been keen to learn if science achievement had held steady after the pandemic or tumbled along with reading and math. (Those reading and math scores were \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">released in January\u003c/a>.)\u003c/p>\n\u003cp>The Trump administration has vowed to dismantle the Education Department and did not respond to an emailed question about when a new commissioner would be appointed.\u003c/p>\n\u003ch2>\u003cstrong>Researchers hang onto data\u003c/strong>\u003c/h2>\n\u003cp>Keeping up with administration policy can be head spinning these days. Education researchers were notified in March that they would have to relinquish federal data they were using for their studies. (The department shares restricted datasets, which can include personally identifiable information about students, with approved researchers.)\u003c/p>\n\u003cp>But researchers learned on June 30 that the department had changed its mind and decided not to terminate this remote access.\u003c/p>\n\u003cp>Lawyers who are suing the Trump administration on behalf of education researchers heralded this about-face as a “\u003ca href=\"https://www.citizen.org/news/big-win-education-department-restores-research-data-access-following-lawsuit/\">big win\u003c/a>.” Researchers can now finish projects in progress.\u003c/p>\n\u003cp>Still, researchers don’t have a way of publishing or presenting papers that use this data. Since the mass firings in mid-March, there is no one remaining inside the Education Department to review their papers for any inadvertent disclosure of student data, a required step before public release. And there is no process at the moment for researchers to request data access for future studies.\u003c/p>\n\u003cp>“While ED’s change-of-heart regarding remote access is welcome,” said Adam Pulver of Public Citizen Litigation Group, “other vital services provided by the Institute of Education Sciences have been senselessly, illogically halted without consideration of the impact on the nation’s educational researchers and the education community more broadly. We will continue to press ahead with our case as to the other arbitrarily canceled programs.”\u003c/p>\n\u003cp>Pulver is the lead attorney for one of three suits fighting the Education Department’s termination of research and statistics activities. Judges in the District of Columbia and Maryland have \u003ca href=\"https://democracyforward.org/updates/court-allows-unlawful-trump-cuts-to-education-research-after-agency-partly-reverses-course-during-litigation/\">denied researchers\u003c/a> a preliminary injunction to restore the research and data cuts. But the Maryland case is now fast-tracked and the court has asked the Trump administration to produce an administrative record of its decision making process by July 11. (See \u003ca href=\"https://hechingerreport.org/proof-points-researchers-sue-trump/\">this previous story\u003c/a> for more background on the court cases.)\u003c/p>\n\u003ch2>\u003cstrong>Some NSF grants restored in California\u003c/strong>\u003c/h2>\n\u003cp>Just as the Education Department is quietly \u003ca href=\"https://hechingerreport.org/proof-points-restart-ed-contracts/\">restarting some activities \u003c/a>that DOGE killed, so is the National Science Foundation (NSF). The federal science agency \u003ca href=\"https://www.nsf.gov/updates-on-priorities#reinstatement\">posted on its website\u003c/a> that it reinstated 114 awards to 45 institutions as of June 30. NSF said it was doing so to comply with a federal court order to reinstate awards to all University of California researchers. It was unclear how many of these research projects concerned education, one of the major areas that NSF funds.\u003c/p>\n\u003cp>Researchers and universities outside the University of California system are hoping for the same reversal. In June, the largest professional organization of education researchers, the American Educational Research Association, joined forces with a large coalition of organizations and institutions in filing a legal challenge to the mass termination of grants by the NSF. \u003ca href=\"https://hechingerreport.org/proof-points-three-fourths-nsf-funding-cuts-education/\">Education grants\u003c/a> were especially hard hit in a series of cuts in April and May. Democracy Forward, a public interest law firm, is \u003ca href=\"https://democracyforward.org/updates/coalition-files-suit-challenging-doge-attacks-on-congressionally-approved-stem-programs/\">spearheading this case\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-delay-release-naep-science/\">\u003cem>delaying the NAEP science score report\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The repercussions from the decimation of staff at the Education Department keep coming. Last week, the fallout led to a delay in releasing results from a national science test.\u003c/p>\n\u003cp>The National Assessment of Educational Progress (NAEP) is best known for tests that track reading and math achievement but includes other subjects too. In early 2024, when the main reading and math tests were administered, there was also a science section for eighth graders.\u003c/p>\n\u003cp>The board that oversees NAEP had \u003ca href=\"https://www.nagb.gov/about-us/quarterly-board-meetings/2025/2025-may.html\">announced at its May meeting\u003c/a> that it planned to release the \u003ca href=\"https://www.nagb.gov/content/dam/nagb/en/documents/what-we-do/quarterly-board-meeting-materials/2025-05/3-plenary-sessions/discussion-and-action-release-plan-for-2024-naep-science/02-release-plan-for-2024-naep-science-results-r-d-approved-draft.pdf\">science results in June\u003c/a>. But that month has since come and gone.\u003c/p>\n\u003cp>Why the delay? There is no commissioner of education statistics to sign off on the score report, a requirement before it is released, according to five current and former officials who are familiar with the release of NAEP scores, but asked to remain anonymous because they were not authorized to speak to the press or feared retaliation.\u003c/p>\n\u003cp>Peggy Carr, a former Biden administration appointee, was dismissed as the commissioner of the National Center for Education Statistics in February, two years before the end of her six-year term set by Congress. Chris Chapman was named acting commissioner, but then he was \u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">fired in March\u003c/a>, along with half the employees at the Education Department. The role has remained vacant since.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A spokesman for the National Assessment Governing Board, which oversees NAEP, said the science scores will be released later this summer, but denied that the lack of a commissioner is the obstacle. “The report building is proceeding so the naming of a commissioner is not a bureaucratic hold up to its progress,” Stephaan Harris said by email.\u003c/p>\n\u003cp>The delay matters. Education policymakers have been keen to learn if science achievement had held steady after the pandemic or tumbled along with reading and math. (Those reading and math scores were \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">released in January\u003c/a>.)\u003c/p>\n\u003cp>The Trump administration has vowed to dismantle the Education Department and did not respond to an emailed question about when a new commissioner would be appointed.\u003c/p>\n\u003ch2>\u003cstrong>Researchers hang onto data\u003c/strong>\u003c/h2>\n\u003cp>Keeping up with administration policy can be head spinning these days. Education researchers were notified in March that they would have to relinquish federal data they were using for their studies. (The department shares restricted datasets, which can include personally identifiable information about students, with approved researchers.)\u003c/p>\n\u003cp>But researchers learned on June 30 that the department had changed its mind and decided not to terminate this remote access.\u003c/p>\n\u003cp>Lawyers who are suing the Trump administration on behalf of education researchers heralded this about-face as a “\u003ca href=\"https://www.citizen.org/news/big-win-education-department-restores-research-data-access-following-lawsuit/\">big win\u003c/a>.” Researchers can now finish projects in progress.\u003c/p>\n\u003cp>Still, researchers don’t have a way of publishing or presenting papers that use this data. Since the mass firings in mid-March, there is no one remaining inside the Education Department to review their papers for any inadvertent disclosure of student data, a required step before public release. And there is no process at the moment for researchers to request data access for future studies.\u003c/p>\n\u003cp>“While ED’s change-of-heart regarding remote access is welcome,” said Adam Pulver of Public Citizen Litigation Group, “other vital services provided by the Institute of Education Sciences have been senselessly, illogically halted without consideration of the impact on the nation’s educational researchers and the education community more broadly. We will continue to press ahead with our case as to the other arbitrarily canceled programs.”\u003c/p>\n\u003cp>Pulver is the lead attorney for one of three suits fighting the Education Department’s termination of research and statistics activities. Judges in the District of Columbia and Maryland have \u003ca href=\"https://democracyforward.org/updates/court-allows-unlawful-trump-cuts-to-education-research-after-agency-partly-reverses-course-during-litigation/\">denied researchers\u003c/a> a preliminary injunction to restore the research and data cuts. But the Maryland case is now fast-tracked and the court has asked the Trump administration to produce an administrative record of its decision making process by July 11. (See \u003ca href=\"https://hechingerreport.org/proof-points-researchers-sue-trump/\">this previous story\u003c/a> for more background on the court cases.)\u003c/p>\n\u003ch2>\u003cstrong>Some NSF grants restored in California\u003c/strong>\u003c/h2>\n\u003cp>Just as the Education Department is quietly \u003ca href=\"https://hechingerreport.org/proof-points-restart-ed-contracts/\">restarting some activities \u003c/a>that DOGE killed, so is the National Science Foundation (NSF). The federal science agency \u003ca href=\"https://www.nsf.gov/updates-on-priorities#reinstatement\">posted on its website\u003c/a> that it reinstated 114 awards to 45 institutions as of June 30. NSF said it was doing so to comply with a federal court order to reinstate awards to all University of California researchers. It was unclear how many of these research projects concerned education, one of the major areas that NSF funds.\u003c/p>\n\u003cp>Researchers and universities outside the University of California system are hoping for the same reversal. In June, the largest professional organization of education researchers, the American Educational Research Association, joined forces with a large coalition of organizations and institutions in filing a legal challenge to the mass termination of grants by the NSF. \u003ca href=\"https://hechingerreport.org/proof-points-three-fourths-nsf-funding-cuts-education/\">Education grants\u003c/a> were especially hard hit in a series of cuts in April and May. Democracy Forward, a public interest law firm, is \u003ca href=\"https://democracyforward.org/updates/coalition-files-suit-challenging-doge-attacks-on-congressionally-approved-stem-programs/\">spearheading this case\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-delay-release-naep-science/\">\u003cem>delaying the NAEP science score report\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As Education Secretary Linda McMahon was busy dismantling her cabinet department, she vowed to preserve one thing: the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card. In early April, she told a gathering of ed tech companies and investors that the national exam was “something we absolutely need to keep,” because it’s a “way that we keep everybody honest” about the truth of how much students across the country actually know.\u003c/p>\n\u003cp>That was clearly a promise with an asterisk.\u003c/p>\n\u003cp>Less than two weeks later, on Monday of this week, substantial parts of NAEP came crumbling down when the board that oversees the exam reluctantly \u003ca href=\"https://www.nagb.gov/content/dam/nagb/en/documents/naep/Schedule-of-Assessments.pdf\">voted to kill\u003c/a> more than a dozen of the assessments that comprise the Nation’s Report Card over the next seven years.\u003c/p>\n\u003cp>The main reading and math tests, which are required by Congress, were preserved. But to cut costs in an attempt to appease Elon Musk’s Department of Government Efficiency or DOGE, the National Assessment Governing Board (NAGB) scrapped a 2029 administration of the Long-Term Trend NAEP, an exam that has tracked student achievement since the 1970s.* Also cut were fourth grade science in 2028, 12th grade science in 2032 and 12th grade history in 2030. Writing assessments, which had been slated for 2032, were canceled entirely. State and local results were also dropped for an assortment of exams. For example, no state-level results will be reported for 12th grade reading and math in 2028, nor will there be district-level results for eighth grade science that year.\u003c/p>\n\u003cp>“These are recommendations that we are making with much pain,” said board chair Beverly Perdue, a former North Carolina governor who was appointed to this leadership role in 2018 during President Donald Trump’s first term. “None of us want to do this.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The board didn’t provide an official explanation for its moves. But the vice chair, Martin West, a Harvard professor of education, said in an interview that the cuts were an effort to save the 2026 assessments. “A moment of reckoning came more quickly because of the pressures on the program to reduce expenses in real time,” he said.\u003c/p>\n\u003cp>In other words, the board was effectively cutting off the patient’s appendages to try to save the brain and the heart. Despite the sacrifice, it’s still not clear that the gambit will work.\u003c/p>\n\u003cp>DOGE has been demanding 50 percent cuts to the $190 million a year testing program. Nearly all the work is handled by outside contractors, such as Westat and ETS, and five-year contracts were awarded at the end of 2024. But instead of paying the vendors annually, DOGE has diced the payments into shorter increments, putting pressure on the contractors to accept sharp cuts, according to several former Education Department employees. At the moment, several of the contracts are scheduled to run out of money in May and June, and DOGE’s approval is needed to restart the flow of money. Indeed, DOGE allowed one NAEP contract to \u003ca href=\"https://hechingerreport.org/proof-points-naep-not-safe/\">run out of funds entirely on March 31\u003c/a>, forcing ETS employees to stop work on writing new questions for future exams.\u003c/p>\n\u003cp>Reading and math tests are scheduled to start being administered in schools in January 2026, and so additional disruptions could derail the main NAEP assessment altogether. NAEP is taken by a sample of 450,000 students who are selected to represent all the fourth and eighth graders in the nation, and each student only takes part of a test. This sampling approach avoids the burden of testing every child in the country, but it requires Education Department contractors to make complicated statistical calculations for the number of test takers and the number of test sections needed to produce valid and reliable results. Contractors must then package the test sections into virtual test booklets for students to take online. The Education Department also must get approval from the federal Office of Management and Budget to begin testing in schools — yet another set of paperwork that is handled by contractors.\u003c/p>\n\u003ch2>\u003cstrong>A DOGE dilemma \u003c/strong>\u003c/h2>\n\u003cp>People familiar with the board’s deliberations were concerned that contractors might be pressured to agree to cuts that could harm the quality and the validity of the exam itself. Significant changes to the exam or its administration could make it impossible to compare student achievement with the 2024 results, potentially undermining the whole purpose of the assessment.\u003c/p>\n\u003cp>Board members were ultimately faced with a dilemma. They could cut corners on the full range of assessments or hope to maintain NAEP’s high quality with a much smaller basket of tests. They chose the latter.\u003c/p>\n\u003cp>The cuts were designed to comply with congressional mandates. While the Long-Term Trend assessment is required by Congress, the law does not state how frequently it must be administered, and so the governing board has deferred it until 2033. Many testing experts have questioned whether this exam has become redundant now that the main NAEP has a 35-year history of student performance. The board has discussed scrapping this exam since 2017. “The passage of time raises questions about its continued value,” said West.\u003c/p>\n\u003cp>The writing assessments, originally scheduled for 2032 for grades four, eight and 12, needed an overhaul and that would have been an expensive, difficult process especially with current debates over what it means to teach writing in the age of AI.\u003c/p>\n\u003cp>The loss of state- and district-level results for some exams, such as high school reading and math, were some of the more painful cuts. The ability to compare student achievement across state lines has been one of the most valuable aspects of the NAEP tests because the comparison can provide role models for other states and districts.\u003c/p>\n\u003ch2>\u003cstrong>Cost cutting\u003c/strong>\u003c/h2>\n\u003cp>“Everyone agrees that NAEP can be more efficient,” said West, who added that the board has been trying to cut costs for many years. But he said that it is tricky to test changes for future exams without jeopardizing the validity and the quality of the current exam. That dual path can sometimes add costs in the short term.\u003c/p>\n\u003cp>It was unclear how many millions of dollars the governing board saved with its assessment cancellations Monday, but the savings are certainly less than the 50 percent cut that DOGE is demanding. The biggest driver of the costs is the main NAEP test, which is being preserved. The contracts are awarded by task and not by assessment, and so the contractors have to come back with estimates of how much the cancellation of some exams will affect its expenses. For example, now that fourth grade science isn’t being administered in 2028, no questions need to be written for it. But field staff will still need to go to schools that year to administer tests, including reading and math, which haven’t been cut.\u003c/p>\n\u003ch2>\u003cstrong>Compare old and new assessment schedules\u003c/strong>\u003c/h2>\n\u003cp>Outside observers decried the cuts on social media, with one education commentator saying the cancellations were “\u003ca href=\"https://x.com/karenvaites/status/1914415233533354024\">starting to cut into the muscle\u003c/a>.” Science and history, though not mandated by Congress, are important to many. ”We should care about how our schools are teaching students science,” said Allison Socol, who leads preschool to high school policy at EdTrust, a nonprofit that advocates for equity in education. “Any data point you look at shows that future careers will rely heavily on STEM skills.”\u003c/p>\n\u003cp>Socol worries that DOGE will not be satisfied with the board’s cuts and demand more. “It’s just so much easier to destroy things than to build them,” she said. “And it’s very easy, once you’ve taken one thing away, to take another one and another one and another one.”\u003c/p>\n\u003cp>On April 17, the Education Department announced that the \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-releases-statement-2026-naep-schedule\">2026 NAEP would proceed\u003c/a> as planned. But after mass layoffs in March, it remained unclear if the department has the capacity to oversee the process, since only two employees with NAEP experience are left out of almost 30 who used to work on the test. McMahon might need to rehire some employees to pull it off, but new hiring would contradict the spirit of Trump’s \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">executive order to close the department\u003c/a>.\u003c/p>\n\u003cp>Socol fears that the Trump administration doesn’t really want to measure student achievement. “There is a very clear push from the administration, not just in the education sector, to have a lot less information about how our public institutions are serving the people in this country,” Socol said. “It is a lot easier to ignore inequality if you can’t see it, and that is the point.”\u003c/p>\n\u003cp>The Education Department did not respond to my questions about their intentions for NAEP. McMahon has been quite forceful in articulating the value of the assessments, but she might not have the final say since DOGE has to approve the NAEP contracts. “What’s very clear is that the office of the secretary does not completely control the DOGE people,” said a person with knowledge of the dynamics inside the Education Department. “McMahon’s views affect DOGE priorities, but McMahon doesn’t have direct control at all.”\u003c/p>\n\u003cp>The ball is now in DOGE’s court.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this sentence incorrectly said that two administrations of the Long-Term Trend NAEP had been scrapped by the governing board on April 21. Only the 2029 administration was canceled by the board. The 2025 Long-Term Trend NAEP for 17 year olds was canceled by the Education Department in February. Nine- and 13-year-old students had \u003ca href=\"https://url.us.m.mimecastprotect.com/s/TVnlCyPmRxs0pwZ3fZfJcxr3Ff?domain=nces.ed.gov\" target=\"_blank\" rel=\"noopener noreferrer\">already taken it\u003c/a> by April.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-smaller-naep/\">\u003cem>NAEP cuts\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As Education Secretary Linda McMahon was busy dismantling her cabinet department, she vowed to preserve one thing: the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card. In early April, she told a gathering of ed tech companies and investors that the national exam was “something we absolutely need to keep,” because it’s a “way that we keep everybody honest” about the truth of how much students across the country actually know.\u003c/p>\n\u003cp>That was clearly a promise with an asterisk.\u003c/p>\n\u003cp>Less than two weeks later, on Monday of this week, substantial parts of NAEP came crumbling down when the board that oversees the exam reluctantly \u003ca href=\"https://www.nagb.gov/content/dam/nagb/en/documents/naep/Schedule-of-Assessments.pdf\">voted to kill\u003c/a> more than a dozen of the assessments that comprise the Nation’s Report Card over the next seven years.\u003c/p>\n\u003cp>The main reading and math tests, which are required by Congress, were preserved. But to cut costs in an attempt to appease Elon Musk’s Department of Government Efficiency or DOGE, the National Assessment Governing Board (NAGB) scrapped a 2029 administration of the Long-Term Trend NAEP, an exam that has tracked student achievement since the 1970s.* Also cut were fourth grade science in 2028, 12th grade science in 2032 and 12th grade history in 2030. Writing assessments, which had been slated for 2032, were canceled entirely. State and local results were also dropped for an assortment of exams. For example, no state-level results will be reported for 12th grade reading and math in 2028, nor will there be district-level results for eighth grade science that year.\u003c/p>\n\u003cp>“These are recommendations that we are making with much pain,” said board chair Beverly Perdue, a former North Carolina governor who was appointed to this leadership role in 2018 during President Donald Trump’s first term. “None of us want to do this.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The board didn’t provide an official explanation for its moves. But the vice chair, Martin West, a Harvard professor of education, said in an interview that the cuts were an effort to save the 2026 assessments. “A moment of reckoning came more quickly because of the pressures on the program to reduce expenses in real time,” he said.\u003c/p>\n\u003cp>In other words, the board was effectively cutting off the patient’s appendages to try to save the brain and the heart. Despite the sacrifice, it’s still not clear that the gambit will work.\u003c/p>\n\u003cp>DOGE has been demanding 50 percent cuts to the $190 million a year testing program. Nearly all the work is handled by outside contractors, such as Westat and ETS, and five-year contracts were awarded at the end of 2024. But instead of paying the vendors annually, DOGE has diced the payments into shorter increments, putting pressure on the contractors to accept sharp cuts, according to several former Education Department employees. At the moment, several of the contracts are scheduled to run out of money in May and June, and DOGE’s approval is needed to restart the flow of money. Indeed, DOGE allowed one NAEP contract to \u003ca href=\"https://hechingerreport.org/proof-points-naep-not-safe/\">run out of funds entirely on March 31\u003c/a>, forcing ETS employees to stop work on writing new questions for future exams.\u003c/p>\n\u003cp>Reading and math tests are scheduled to start being administered in schools in January 2026, and so additional disruptions could derail the main NAEP assessment altogether. NAEP is taken by a sample of 450,000 students who are selected to represent all the fourth and eighth graders in the nation, and each student only takes part of a test. This sampling approach avoids the burden of testing every child in the country, but it requires Education Department contractors to make complicated statistical calculations for the number of test takers and the number of test sections needed to produce valid and reliable results. Contractors must then package the test sections into virtual test booklets for students to take online. The Education Department also must get approval from the federal Office of Management and Budget to begin testing in schools — yet another set of paperwork that is handled by contractors.\u003c/p>\n\u003ch2>\u003cstrong>A DOGE dilemma \u003c/strong>\u003c/h2>\n\u003cp>People familiar with the board’s deliberations were concerned that contractors might be pressured to agree to cuts that could harm the quality and the validity of the exam itself. Significant changes to the exam or its administration could make it impossible to compare student achievement with the 2024 results, potentially undermining the whole purpose of the assessment.\u003c/p>\n\u003cp>Board members were ultimately faced with a dilemma. They could cut corners on the full range of assessments or hope to maintain NAEP’s high quality with a much smaller basket of tests. They chose the latter.\u003c/p>\n\u003cp>The cuts were designed to comply with congressional mandates. While the Long-Term Trend assessment is required by Congress, the law does not state how frequently it must be administered, and so the governing board has deferred it until 2033. Many testing experts have questioned whether this exam has become redundant now that the main NAEP has a 35-year history of student performance. The board has discussed scrapping this exam since 2017. “The passage of time raises questions about its continued value,” said West.\u003c/p>\n\u003cp>The writing assessments, originally scheduled for 2032 for grades four, eight and 12, needed an overhaul and that would have been an expensive, difficult process especially with current debates over what it means to teach writing in the age of AI.\u003c/p>\n\u003cp>The loss of state- and district-level results for some exams, such as high school reading and math, were some of the more painful cuts. The ability to compare student achievement across state lines has been one of the most valuable aspects of the NAEP tests because the comparison can provide role models for other states and districts.\u003c/p>\n\u003ch2>\u003cstrong>Cost cutting\u003c/strong>\u003c/h2>\n\u003cp>“Everyone agrees that NAEP can be more efficient,” said West, who added that the board has been trying to cut costs for many years. But he said that it is tricky to test changes for future exams without jeopardizing the validity and the quality of the current exam. That dual path can sometimes add costs in the short term.\u003c/p>\n\u003cp>It was unclear how many millions of dollars the governing board saved with its assessment cancellations Monday, but the savings are certainly less than the 50 percent cut that DOGE is demanding. The biggest driver of the costs is the main NAEP test, which is being preserved. The contracts are awarded by task and not by assessment, and so the contractors have to come back with estimates of how much the cancellation of some exams will affect its expenses. For example, now that fourth grade science isn’t being administered in 2028, no questions need to be written for it. But field staff will still need to go to schools that year to administer tests, including reading and math, which haven’t been cut.\u003c/p>\n\u003ch2>\u003cstrong>Compare old and new assessment schedules\u003c/strong>\u003c/h2>\n\u003cp>Outside observers decried the cuts on social media, with one education commentator saying the cancellations were “\u003ca href=\"https://x.com/karenvaites/status/1914415233533354024\">starting to cut into the muscle\u003c/a>.” Science and history, though not mandated by Congress, are important to many. ”We should care about how our schools are teaching students science,” said Allison Socol, who leads preschool to high school policy at EdTrust, a nonprofit that advocates for equity in education. “Any data point you look at shows that future careers will rely heavily on STEM skills.”\u003c/p>\n\u003cp>Socol worries that DOGE will not be satisfied with the board’s cuts and demand more. “It’s just so much easier to destroy things than to build them,” she said. “And it’s very easy, once you’ve taken one thing away, to take another one and another one and another one.”\u003c/p>\n\u003cp>On April 17, the Education Department announced that the \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-releases-statement-2026-naep-schedule\">2026 NAEP would proceed\u003c/a> as planned. But after mass layoffs in March, it remained unclear if the department has the capacity to oversee the process, since only two employees with NAEP experience are left out of almost 30 who used to work on the test. McMahon might need to rehire some employees to pull it off, but new hiring would contradict the spirit of Trump’s \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">executive order to close the department\u003c/a>.\u003c/p>\n\u003cp>Socol fears that the Trump administration doesn’t really want to measure student achievement. “There is a very clear push from the administration, not just in the education sector, to have a lot less information about how our public institutions are serving the people in this country,” Socol said. “It is a lot easier to ignore inequality if you can’t see it, and that is the point.”\u003c/p>\n\u003cp>The Education Department did not respond to my questions about their intentions for NAEP. McMahon has been quite forceful in articulating the value of the assessments, but she might not have the final say since DOGE has to approve the NAEP contracts. “What’s very clear is that the office of the secretary does not completely control the DOGE people,” said a person with knowledge of the dynamics inside the Education Department. “McMahon’s views affect DOGE priorities, but McMahon doesn’t have direct control at all.”\u003c/p>\n\u003cp>The ball is now in DOGE’s court.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this sentence incorrectly said that two administrations of the Long-Term Trend NAEP had been scrapped by the governing board on April 21. Only the 2029 administration was canceled by the board. The 2025 Long-Term Trend NAEP for 17 year olds was canceled by the Education Department in February. Nine- and 13-year-old students had \u003ca href=\"https://url.us.m.mimecastprotect.com/s/TVnlCyPmRxs0pwZ3fZfJcxr3Ff?domain=nces.ed.gov\" target=\"_blank\" rel=\"noopener noreferrer\">already taken it\u003c/a> by April.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-smaller-naep/\">\u003cem>NAEP cuts\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>From \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/a> (pp. 78-80), by M. Plotinsky, 2024, ASCD. Copyright 2024 by ASCD. Reprinted with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past several years, formative approaches have gained significant traction as a preferred method of assessment, thanks in large part to the ideology behind the practice. Not too long ago, students were taught material in classrooms, mainly via stand-and-deliver direct instruction, and were subsequently asked to demonstrate their learning in what is now called a summative or “high-stakes” assessment. In this model, it wasn’t just grades that were cast in stone once test results came back; there was also an assumption that students knew the material enough to move forward with new concepts and that anyone who was falling behind needed to either catch up or succumb to continued (perhaps permanent) struggle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-64708\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">This sink-or-swim approach to education has lost popularity over time, particularly in the wake of both increased awareness of equity-driven instruction and amid the aftereffects of teaching and learning during the pandemic. Turning a blind eye to student struggle is harmful, and so is closing down opportunities for growth. Additionally, the idea of determining student achievement within any given content standard only at the close of a unit of instruction is fundamentally unsound. Ideally, teachers clear up confusion and check for understanding continuously throughout a unit of study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback that leaders often encounter when they ask teachers to formatively assess students with more frequency is centered on a protectiveness around two rare commodities: time and bandwidth. How, teachers ask, can they possibly assess students with any frequency when the instructional period is short, when grading piles up, and when district leaders provide no extra time for planning or preparation?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to a complex question can be startlingly simple, and that is true in this instance. Rather than think of formative assessment as a drawn-out process, it helps to focus on using tools that will tell us what we need to know quickly. The following assessment bank shares some tried-and-true methods of quickly gathering information about what students know and are able to do. Students can be asked to do any of the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take a brief poll (one or two questions).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Summarize the daily learning goal in one sentence.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Fill out an exit or entry ticket that shares a concept or presents an open-ended question.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Hold up color-coded cards (often red, yellow, and green to align with traffic lights) to indicate a level of understanding or confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Reflect briefly (3−5 sentences) about a concept.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Complete the sentence stem: “I still don’t understand . . . .”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Place questions that don’t need immediate attention into a communal “Parking Lot.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Put “Burning Questions” on the board to clear up more immediate confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Draw an important concept instead of writing about it.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take new learning and apply it to a different situation.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Create a short assessment for peers to complete.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Write a brief social media-style summary of the learning.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Make a “mic drop” statement that leaves everyone with a final thought for the day, either orally or in writing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students complete brief assessment activities like these, they more clearly focus on the outcome of whatever they learned, and their progress is also more visible. Shorter checks for understanding do not negate the need for longer, summative tests that show what students have learned by the close of a unit or a period of study. However, when teachers grow weary of giving one long assessment after another with dubious benefits, adopting the regular habit of using quick formatives removes a great deal of stress and uncovers valuable data that moves everyone in the classroom forward.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://miriamplotinsky.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-64707 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of \u003c/em>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003cem> and three other books for educators: \u003c/em>Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003cem>;\u003c/em> Lead Like a Teacher: How to Elevate Expertise in Your School; and Writing Their Future Selves: Instructional Strategies to Affirm Student Identity.\u003cem> Miriam is a regular contributor to several publications, including Education Week and Edutopia, and she is a frequent guest on education podcasts internationally. A National Board–certified teacher with additional certification in administration and supervision, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/a> (pp. 78-80), by M. Plotinsky, 2024, ASCD. Copyright 2024 by ASCD. Reprinted with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past several years, formative approaches have gained significant traction as a preferred method of assessment, thanks in large part to the ideology behind the practice. Not too long ago, students were taught material in classrooms, mainly via stand-and-deliver direct instruction, and were subsequently asked to demonstrate their learning in what is now called a summative or “high-stakes” assessment. In this model, it wasn’t just grades that were cast in stone once test results came back; there was also an assumption that students knew the material enough to move forward with new concepts and that anyone who was falling behind needed to either catch up or succumb to continued (perhaps permanent) struggle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-64708\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">This sink-or-swim approach to education has lost popularity over time, particularly in the wake of both increased awareness of equity-driven instruction and amid the aftereffects of teaching and learning during the pandemic. Turning a blind eye to student struggle is harmful, and so is closing down opportunities for growth. Additionally, the idea of determining student achievement within any given content standard only at the close of a unit of instruction is fundamentally unsound. Ideally, teachers clear up confusion and check for understanding continuously throughout a unit of study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback that leaders often encounter when they ask teachers to formatively assess students with more frequency is centered on a protectiveness around two rare commodities: time and bandwidth. How, teachers ask, can they possibly assess students with any frequency when the instructional period is short, when grading piles up, and when district leaders provide no extra time for planning or preparation?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to a complex question can be startlingly simple, and that is true in this instance. Rather than think of formative assessment as a drawn-out process, it helps to focus on using tools that will tell us what we need to know quickly. The following assessment bank shares some tried-and-true methods of quickly gathering information about what students know and are able to do. Students can be asked to do any of the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take a brief poll (one or two questions).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Summarize the daily learning goal in one sentence.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Fill out an exit or entry ticket that shares a concept or presents an open-ended question.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Hold up color-coded cards (often red, yellow, and green to align with traffic lights) to indicate a level of understanding or confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Reflect briefly (3−5 sentences) about a concept.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Complete the sentence stem: “I still don’t understand . . . .”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Place questions that don’t need immediate attention into a communal “Parking Lot.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Put “Burning Questions” on the board to clear up more immediate confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Draw an important concept instead of writing about it.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take new learning and apply it to a different situation.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Create a short assessment for peers to complete.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Write a brief social media-style summary of the learning.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Make a “mic drop” statement that leaves everyone with a final thought for the day, either orally or in writing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students complete brief assessment activities like these, they more clearly focus on the outcome of whatever they learned, and their progress is also more visible. Shorter checks for understanding do not negate the need for longer, summative tests that show what students have learned by the close of a unit or a period of study. However, when teachers grow weary of giving one long assessment after another with dubious benefits, adopting the regular habit of using quick formatives removes a great deal of stress and uncovers valuable data that moves everyone in the classroom forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://miriamplotinsky.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-64707 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of \u003c/em>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003cem> and three other books for educators: \u003c/em>Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003cem>;\u003c/em> Lead Like a Teacher: How to Elevate Expertise in Your School; and Writing Their Future Selves: Instructional Strategies to Affirm Student Identity.\u003cem> Miriam is a regular contributor to several publications, including Education Week and Edutopia, and she is a frequent guest on education podcasts internationally. A National Board–certified teacher with additional certification in administration and supervision, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "8 Free AI-powered Tools That Can Save Teachers Time and Enhance Instruction",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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},
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},
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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},
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
"link": "/forum",
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},
"freakonomics-radio": {
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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