How schools (but not necessarily education) became central to the Republican primary
Free COVID tests headed to nation's schools
Schools’ missions shifted during the pandemic with health care, shelter and adult education
Schools keep buying online drop-in tutoring. Research doesn’t support it.
Schools face a funding cliff. How bad will the fall be?
Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up
Summer school programs aren't enough to reverse pandemic learning loss, researchers say
Thinking about tutoring for your child? Here’s what you should consider.
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Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63375":{"type":"posts","id":"mindshift_63375","meta":{"index":"posts_1591205157","site":"mindshift","id":"63375","score":null,"sort":[1711360830000]},"guestAuthors":[],"slug":"how-covid-19-narrowed-the-stem-pipeline","title":"How COVID-19 Narrowed the STEM Pipeline","publishDate":1711360830,"format":"standard","headTitle":"How COVID-19 Narrowed the STEM Pipeline | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","status":"publish","parent":0,"modified":1711667787,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1543},"headData":{"title":"How COVID-19 Narrowed the STEM Pipeline | KQED","description":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63384","twTitle":"","twDescription":"","twImgId":"mindshift_63384","socialDescription":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How COVID-19 Narrowed the STEM Pipeline","datePublished":"2024-03-25T10:00:30.000Z","dateModified":"2024-03-28T23:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","authors":["byline_mindshift_63375"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_392","mindshift_93"],"featImg":"mindshift_63384","label":"mindshift"},"mindshift_62872":{"type":"posts","id":"mindshift_62872","meta":{"index":"posts_1591205157","site":"mindshift","id":"62872","score":null,"sort":[1703080842000]},"guestAuthors":[],"slug":"how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","title":"How schools (but not necessarily education) became central to the Republican primary","publishDate":1703080842,"format":"standard","headTitle":"How schools (but not necessarily education) became central to the Republican primary | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Talking about schools is a reliable applause line for Republican candidates. In Cedar Rapids, Iowa, former President Donald Trump got a roar of approval when he talked about race and sexuality in schools.\u003c/p>\n\u003cp>“On day one, I will sign a new executive order to cut federal funding for any school pushing critical race theory, transgender insanity and other inappropriate racial, sexual or political content on our children,” he pledged.\u003c/p>\n\u003cp>Schools are even more central to Florida Gov. Ron DeSantis’s campaign, and he used the topic to fire up the crowd in November at the Machine Shed restaurant in Davenport, Iowa.\u003c/p>\n\u003cp>“As the father of a six, five and a three-year-old, I believe that kids should be able to go to school, watch cartoons, just be kids without having an agenda shoved down their throat,” he said, to cheers.\u003c/p>\n\u003cp>The issue of how gender and race are taught in schools has been a major focus for Republican candidates this entire campaign cycle, even while the issue may not really drive votes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed, it’s hard to really tell how much voters care about the topic. When pollsters ask Republican voters their top priorities, the economy tends to come out on top. Immigration is also up there. Foreign policy, sometimes. Often, education is toward the bottom, if it ranks at all.\u003c/p>\n\u003cp>“People confuse the yelling for the priorities. They confuse passion for prioritization,” said Frank Luntz, a Republican strategist who has conducted many voter focus groups.\u003c/p>\n\u003cp>“Yes, transgender and all of that gets people to yell. But that’s not what people really care about,” he added.\u003c/p>\n\u003ch3>A one-size-fits-all issue\u003c/h3>\n\u003cp>First, an important distinction: in this primary, talking about schools and talking about education are often different things.\u003c/p>\n\u003cp>A lot of the Republicans’ campaign rhetoric hasn’t been about student achievement, school choice or standardized testing. Rather, it’s about playing out culture wars on the battleground of K-12 schools.\u003c/p>\n\u003cp>And while that may not be the issue pushing voters toward one candidate or another, \u003cem>schools\u003c/em> nevertheless play an important role for candidates. The topic of schools is a powerful tool for the candidates to tell voters the story of who they are.\u003c/p>\n\u003cp>Trump, for example, uses the topic of schools as a way of telling his crowds that so-called “political correctness” and “wokeism” have gone too far. His argument is that he is the man to stop the excesses of what he calls “the radical left.”\u003c/p>\n\u003cp>DeSantis takes a similar tack, but leans into the issue harder than Trump, using it as an opportunity to tell voters about his record as governor of Florida — to show them that he’s doing the work of reining in liberals.\u003c/p>\n\u003cp>In that Davenport speech, for example, he laid out his record: “We enacted a parent’s bill of rights. We protected women’s sports in Florida. We banned the transgender surgeries for the minor kids in Florida. We enacted universal school choice. We eliminated the ideology, the CRT and the gender ideology in schools.”\u003c/p>\n\u003cp>For former South Carolina Gov. Nikki Haley, it’s about presenting herself as no-nonsense, as well as emphasizing her role as the sole woman in the Republican field.\u003c/p>\n\u003cp>In a stump speech in Waukee, Iowa this month, Haley did address weaknesses in the U.S. education system: “Only 31% of eighth graders are proficient in reading. Thirty-one percent. Only 27% of eighth graders are proficient in math. We don’t do something about this, we’re going to be in a world of hurt ten years from now.”\u003c/p>\n\u003cp>She also later stressed transgender girls playing girls’ sports — a topic she has called “the women’s issue of our time.”\u003c/p>\n\u003cp>“Strong girls become strong women. Strong women become strong leaders. None of that happens if you have biological boys playing in women’s sports. We’ve got to cut that out,” she said.\u003c/p>\n\u003cp>That line got big applause.\u003c/p>\n\u003ch3>Too much emphasis on schools (not enough on education)?\u003c/h3>\n\u003cp>Focusing on cultural issues in schools may fire up the base, but to Luntz, talking about actual educational achievement could win more voters. Luntz points to DeSantis as the candidate he thinks is getting this the most wrong.\u003c/p>\n\u003cp>“He’s using it as a surrogate for the culture wars, and that’s not the way to approach education. The public wants to take partisan politics out of education,” Luntz explained.\u003c/p>\n\u003cp>The story of Republican candidates talking about schools goes back to school closures during the early days of the COVID-19 pandemic, says Luntz. In addition to worrying about learning loss, parents also got a view of school curricula, and some didn’t like what they saw — whether it was about culture or simply about how reading and math were taught.\u003c/p>\n\u003cp>All of that may be true, but according to Heather Harding, schools also got weaponized for political purposes. Harding is educational director of the Campaign for Our Shared Future, which focuses on equity in education.\u003c/p>\n\u003cp>“I do think that the nation went through a very challenging time during the global pandemic,” she said. “I think that the political strategists then leveraged that fear and discontent to really gin up a lot of things in misinformation.”\u003c/p>\n\u003ch3>Strong opinions, but bigger worries\u003c/h3>\n\u003cp>In conversations with Iowa voters over the last few months, few brought up education or schools as a top priority. However, when asked about the issue directly, many did have strong opinions.\u003c/p>\n\u003cp>Dave Meggers is a farmer who came out to see Trump in Davenport in September. He said the price of fuel is his top concern. But when asked about schools, he talked about working with other parents to influence this local district.\u003c/p>\n\u003cp>“We’re tough on our school board down there on different such situations,” he explained. “One thing was, you know, the books in school and stuff like that. And we we were one of the first ones down there to get our kids out of masks, too.”\u003c/p>\n\u003cp>Lori Tiangco was volunteering for DeSantis at a November rally in Des Moines. Unlike Meggers – and many Republican voters – cultural issues in schools are a top priority for her. She spoke about her grandson and how his parents reacted to the school’s teaching about LGBT issues.\u003c/p>\n\u003cp>“They pulled him out and homeschooled him because they didn’t want that be enforced on them, which goes against our, you know, the Christian moral values that we have,” she said.\u003c/p>\n\u003cp>But there’s a wide range of opinions. At a recent Nikki Haley event in Clear Lake, Stacey Doughan – the president of the city’s Chamber of Commerce – said the focus on culture war issues leaves her cold.\u003c/p>\n\u003cp>“I think that when you take it down to race and gender, you’re really missing the point,” she said. “Whatever we need to do to make it so our kids are able to go to school, to enjoy going to school and to learn what they need to learn to be competitive in an international market today is what’s really important.”\u003c/p>\n\u003cp>Indeed, that Haley event had at least one voter who disagrees on a key Republican culture war issue.\u003c/p>\n\u003cp>“This is my only point of contention that I have with her,” said Michelle Garland, a psychology professor at nearby Waldorf University, of Haley. “The suicide rate among gay teens is the highest of all groups, and they have a right to be called by whatever gender they prefer to be called by. It’s not our business to tell somebody who they are.”\u003c/p>\n\u003cp>That makes Garland unusual among GOP primary voters. But then, this is the thing about prioritization – trans kids aren’t her top priority. Israel is. And she likes where Haley stands on Israel.\u003c/p>\n\u003cp>Moreover, Garland is, simply put, a Nikki Haley superfan.\u003c/p>\n\u003cp>“I fell in love with Nikki the first time she spoke from the U.N.,” she remembered. “And then when she announced she was running for president, it just made my day.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So to the extent that Haley is using education to tell voters who she is, voters like Garland don’t need to hear it. Garland already liked her from the start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+schools+%28but+not+necessarily+education%29+became+central+to+the+Republican+primary&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"GOP candidates talk about schools a lot on the campaign trail. But that doesn't mean they are talking a lot about education, instead focusing on culture war issues on the battleground of K-12 schools.","status":"publish","parent":0,"modified":1703168493,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1463},"headData":{"title":"How schools (but not necessarily education) became central to the Republican primary | KQED","description":"GOP candidates talk about schools a lot on the campaign trail, but mostly they're focusing on culture war issues instead of teaching and learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"GOP candidates talk about schools a lot on the campaign trail, but mostly they're focusing on culture war issues instead of teaching and learning.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How schools (but not necessarily education) became central to the Republican primary","datePublished":"2023-12-20T14:00:42.000Z","dateModified":"2023-12-21T14:21:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Scott Olson","nprByline":"Danielle Kurtzleben ","nprImageAgency":"Getty Images","nprStoryId":"1219337716","nprApiLink":"http://api.npr.org/query?id=1219337716&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/20/1219337716/republican-candidates-education-schools-culture-war-issues?ft=nprml&f=1219337716","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Dec 2023 05:00:00 -0500","nprStoryDate":"Wed, 20 Dec 2023 05:00:46 -0500","nprLastModifiedDate":"Wed, 20 Dec 2023 05:00:46 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62872/how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talking about schools is a reliable applause line for Republican candidates. In Cedar Rapids, Iowa, former President Donald Trump got a roar of approval when he talked about race and sexuality in schools.\u003c/p>\n\u003cp>“On day one, I will sign a new executive order to cut federal funding for any school pushing critical race theory, transgender insanity and other inappropriate racial, sexual or political content on our children,” he pledged.\u003c/p>\n\u003cp>Schools are even more central to Florida Gov. Ron DeSantis’s campaign, and he used the topic to fire up the crowd in November at the Machine Shed restaurant in Davenport, Iowa.\u003c/p>\n\u003cp>“As the father of a six, five and a three-year-old, I believe that kids should be able to go to school, watch cartoons, just be kids without having an agenda shoved down their throat,” he said, to cheers.\u003c/p>\n\u003cp>The issue of how gender and race are taught in schools has been a major focus for Republican candidates this entire campaign cycle, even while the issue may not really drive votes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Indeed, it’s hard to really tell how much voters care about the topic. When pollsters ask Republican voters their top priorities, the economy tends to come out on top. Immigration is also up there. Foreign policy, sometimes. Often, education is toward the bottom, if it ranks at all.\u003c/p>\n\u003cp>“People confuse the yelling for the priorities. They confuse passion for prioritization,” said Frank Luntz, a Republican strategist who has conducted many voter focus groups.\u003c/p>\n\u003cp>“Yes, transgender and all of that gets people to yell. But that’s not what people really care about,” he added.\u003c/p>\n\u003ch3>A one-size-fits-all issue\u003c/h3>\n\u003cp>First, an important distinction: in this primary, talking about schools and talking about education are often different things.\u003c/p>\n\u003cp>A lot of the Republicans’ campaign rhetoric hasn’t been about student achievement, school choice or standardized testing. Rather, it’s about playing out culture wars on the battleground of K-12 schools.\u003c/p>\n\u003cp>And while that may not be the issue pushing voters toward one candidate or another, \u003cem>schools\u003c/em> nevertheless play an important role for candidates. The topic of schools is a powerful tool for the candidates to tell voters the story of who they are.\u003c/p>\n\u003cp>Trump, for example, uses the topic of schools as a way of telling his crowds that so-called “political correctness” and “wokeism” have gone too far. His argument is that he is the man to stop the excesses of what he calls “the radical left.”\u003c/p>\n\u003cp>DeSantis takes a similar tack, but leans into the issue harder than Trump, using it as an opportunity to tell voters about his record as governor of Florida — to show them that he’s doing the work of reining in liberals.\u003c/p>\n\u003cp>In that Davenport speech, for example, he laid out his record: “We enacted a parent’s bill of rights. We protected women’s sports in Florida. We banned the transgender surgeries for the minor kids in Florida. We enacted universal school choice. We eliminated the ideology, the CRT and the gender ideology in schools.”\u003c/p>\n\u003cp>For former South Carolina Gov. Nikki Haley, it’s about presenting herself as no-nonsense, as well as emphasizing her role as the sole woman in the Republican field.\u003c/p>\n\u003cp>In a stump speech in Waukee, Iowa this month, Haley did address weaknesses in the U.S. education system: “Only 31% of eighth graders are proficient in reading. Thirty-one percent. Only 27% of eighth graders are proficient in math. We don’t do something about this, we’re going to be in a world of hurt ten years from now.”\u003c/p>\n\u003cp>She also later stressed transgender girls playing girls’ sports — a topic she has called “the women’s issue of our time.”\u003c/p>\n\u003cp>“Strong girls become strong women. Strong women become strong leaders. None of that happens if you have biological boys playing in women’s sports. We’ve got to cut that out,” she said.\u003c/p>\n\u003cp>That line got big applause.\u003c/p>\n\u003ch3>Too much emphasis on schools (not enough on education)?\u003c/h3>\n\u003cp>Focusing on cultural issues in schools may fire up the base, but to Luntz, talking about actual educational achievement could win more voters. Luntz points to DeSantis as the candidate he thinks is getting this the most wrong.\u003c/p>\n\u003cp>“He’s using it as a surrogate for the culture wars, and that’s not the way to approach education. The public wants to take partisan politics out of education,” Luntz explained.\u003c/p>\n\u003cp>The story of Republican candidates talking about schools goes back to school closures during the early days of the COVID-19 pandemic, says Luntz. In addition to worrying about learning loss, parents also got a view of school curricula, and some didn’t like what they saw — whether it was about culture or simply about how reading and math were taught.\u003c/p>\n\u003cp>All of that may be true, but according to Heather Harding, schools also got weaponized for political purposes. Harding is educational director of the Campaign for Our Shared Future, which focuses on equity in education.\u003c/p>\n\u003cp>“I do think that the nation went through a very challenging time during the global pandemic,” she said. “I think that the political strategists then leveraged that fear and discontent to really gin up a lot of things in misinformation.”\u003c/p>\n\u003ch3>Strong opinions, but bigger worries\u003c/h3>\n\u003cp>In conversations with Iowa voters over the last few months, few brought up education or schools as a top priority. However, when asked about the issue directly, many did have strong opinions.\u003c/p>\n\u003cp>Dave Meggers is a farmer who came out to see Trump in Davenport in September. He said the price of fuel is his top concern. But when asked about schools, he talked about working with other parents to influence this local district.\u003c/p>\n\u003cp>“We’re tough on our school board down there on different such situations,” he explained. “One thing was, you know, the books in school and stuff like that. And we we were one of the first ones down there to get our kids out of masks, too.”\u003c/p>\n\u003cp>Lori Tiangco was volunteering for DeSantis at a November rally in Des Moines. Unlike Meggers – and many Republican voters – cultural issues in schools are a top priority for her. She spoke about her grandson and how his parents reacted to the school’s teaching about LGBT issues.\u003c/p>\n\u003cp>“They pulled him out and homeschooled him because they didn’t want that be enforced on them, which goes against our, you know, the Christian moral values that we have,” she said.\u003c/p>\n\u003cp>But there’s a wide range of opinions. At a recent Nikki Haley event in Clear Lake, Stacey Doughan – the president of the city’s Chamber of Commerce – said the focus on culture war issues leaves her cold.\u003c/p>\n\u003cp>“I think that when you take it down to race and gender, you’re really missing the point,” she said. “Whatever we need to do to make it so our kids are able to go to school, to enjoy going to school and to learn what they need to learn to be competitive in an international market today is what’s really important.”\u003c/p>\n\u003cp>Indeed, that Haley event had at least one voter who disagrees on a key Republican culture war issue.\u003c/p>\n\u003cp>“This is my only point of contention that I have with her,” said Michelle Garland, a psychology professor at nearby Waldorf University, of Haley. “The suicide rate among gay teens is the highest of all groups, and they have a right to be called by whatever gender they prefer to be called by. It’s not our business to tell somebody who they are.”\u003c/p>\n\u003cp>That makes Garland unusual among GOP primary voters. But then, this is the thing about prioritization – trans kids aren’t her top priority. Israel is. And she likes where Haley stands on Israel.\u003c/p>\n\u003cp>Moreover, Garland is, simply put, a Nikki Haley superfan.\u003c/p>\n\u003cp>“I fell in love with Nikki the first time she spoke from the U.N.,” she remembered. “And then when she announced she was running for president, it just made my day.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So to the extent that Haley is using education to tell voters who she is, voters like Garland don’t need to hear it. Garland already liked her from the start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+schools+%28but+not+necessarily+education%29+became+central+to+the+Republican+primary&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62872/how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","authors":["byline_mindshift_62872"],"categories":["mindshift_194"],"tags":["mindshift_21343","mindshift_21753","mindshift_21314","mindshift_21537"],"featImg":"mindshift_62873","label":"mindshift"},"mindshift_62771":{"type":"posts","id":"mindshift_62771","meta":{"index":"posts_1591205157","site":"mindshift","id":"62771","score":null,"sort":[1701269120000]},"guestAuthors":[],"slug":"free-covid-tests-headed-to-nations-schools","title":"Free COVID tests headed to nation's schools","publishDate":1701269120,"format":"standard","headTitle":"Free COVID tests headed to nation’s schools | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community. ","status":"publish","parent":0,"modified":1701292092,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":660},"headData":{"title":"Free COVID tests headed to nation's schools | KQED","description":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Free COVID tests headed to nation's schools","datePublished":"2023-11-29T14:45:20.000Z","dateModified":"2023-11-29T21:08:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Patrick Sison","nprByline":"Will Stone","nprImageAgency":"AP","nprStoryId":"1215787045","nprApiLink":"http://api.npr.org/query?id=1215787045&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/11/29/1215787045/free-covid-tests-headed-to-nations-schools?ft=nprml&f=1215787045","nprRetrievedStory":"1","nprPubDate":"Wed, 29 Nov 2023 08:59:00 -0500","nprStoryDate":"Wed, 29 Nov 2023 08:59:45 -0500","nprLastModifiedDate":"Wed, 29 Nov 2023 08:59:45 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62771/free-covid-tests-headed-to-nations-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62771/free-covid-tests-headed-to-nations-schools","authors":["byline_mindshift_62771"],"categories":["mindshift_21345"],"tags":["mindshift_21852","mindshift_21343","mindshift_268","mindshift_21851"],"featImg":"mindshift_62772","label":"mindshift"},"mindshift_62694":{"type":"posts","id":"mindshift_62694","meta":{"index":"posts_1591205157","site":"mindshift","id":"62694","score":null,"sort":[1699268427000]},"guestAuthors":[],"slug":"schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","title":"Schools’ missions shifted during the pandemic with health care, shelter and adult education","publishDate":1699268427,"format":"standard","headTitle":"Schools’ missions shifted during the pandemic with health care, shelter and adult education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\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-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","status":"publish","parent":0,"modified":1699241887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":912},"headData":{"title":"Schools’ missions shifted during the pandemic with health care, shelter and adult education | KQED","description":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools’ missions shifted during the pandemic with health care, shelter and adult education","datePublished":"2023-11-06T11:00:27.000Z","dateModified":"2023-11-06T03:38:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\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-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","authors":["byline_mindshift_62694"],"categories":["mindshift_192","mindshift_21345","mindshift_21504"],"tags":["mindshift_20806","mindshift_21343","mindshift_21834","mindshift_21836","mindshift_21704","mindshift_21837","mindshift_21835"],"featImg":"mindshift_62700","label":"mindshift"},"mindshift_62572":{"type":"posts","id":"mindshift_62572","meta":{"index":"posts_1591205157","site":"mindshift","id":"62572","score":null,"sort":[1697450404000]},"guestAuthors":[],"slug":"schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","title":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","publishDate":1697450404,"format":"standard","headTitle":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\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/\">\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\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","status":"publish","parent":0,"modified":1697246858,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2154},"headData":{"title":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","description":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","datePublished":"2023-10-16T10:00:04.000Z","dateModified":"2023-10-14T01:27:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\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/\">\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\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","authors":["byline_mindshift_62572"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21824","mindshift_731","mindshift_21704","mindshift_21413","mindshift_21823"],"featImg":"mindshift_62573","label":"mindshift"},"mindshift_62386":{"type":"posts","id":"mindshift_62386","meta":{"index":"posts_1591205157","site":"mindshift","id":"62386","score":null,"sort":[1694625023000]},"guestAuthors":[],"slug":"schools-face-a-funding-cliff-how-bad-will-the-fall-be","title":"Schools face a funding cliff. How bad will the fall be?","publishDate":1694625023,"format":"standard","headTitle":"Schools face a funding cliff. How bad will the fall be? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"As COVID-19 relief funds end, high-poverty schools face a bigger cliff, more federal money won’t be forthcoming, and school budgets will be shaped both by districts’ own financial decisions and those made by state politicians.","status":"publish","parent":0,"modified":1694625023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1405},"headData":{"title":"Schools face a funding cliff. How bad will the fall be? | KQED","description":"The answer may depend on decisions of state politicians and the planning of school officials.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The answer may depend on decisions of state politicians and the planning of school officials.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools face a funding cliff. How bad will the fall be?","datePublished":"2023-09-13T17:10:23.000Z","dateModified":"2023-09-13T17:10:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Matt Barnum, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be","authors":["byline_mindshift_62386"],"categories":["mindshift_21345"],"tags":["mindshift_21788","mindshift_21343","mindshift_21786","mindshift_21787","mindshift_21629","mindshift_21413"],"featImg":"mindshift_62388","label":"mindshift"},"mindshift_62271":{"type":"posts","id":"mindshift_62271","meta":{"index":"posts_1591205157","site":"mindshift","id":"62271","score":null,"sort":[1693216816000]},"guestAuthors":[],"slug":"most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up","title":"Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up","publishDate":1693216816,"format":"standard","headTitle":"Most students are learning at typical pace again, but those who lost ground during COVID-19 aren’t catching up | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n","blocks":[],"excerpt":"Kids around the country are still suffering from pandemic learning loss. Three new reports offer some insights about who needs the most support.","status":"publish","parent":0,"modified":1693246424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1645},"headData":{"title":"Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up | KQED","description":"Kids around the country are still suffering from pandemic learning loss. Three new reports offer some insights about who needs the most support.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Kids around the country are still suffering from pandemic learning loss. Three new reports offer some insights about who needs the most support.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up","datePublished":"2023-08-28T10:00:16.000Z","dateModified":"2023-08-28T18:13:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up","authors":["byline_mindshift_62271"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21766","mindshift_21539","mindshift_392","mindshift_21704","mindshift_550"],"featImg":"mindshift_62272","label":"mindshift"},"mindshift_62237":{"type":"posts","id":"mindshift_62237","meta":{"index":"posts_1591205157","site":"mindshift","id":"62237","score":null,"sort":[1692612021000]},"guestAuthors":[],"slug":"summer-school-programs-arent-enough-to-reverse-pandemic-learning-loss-researchers-say","title":"Summer school programs aren't enough to reverse pandemic learning loss, researchers say","publishDate":1692612021,"format":"standard","headTitle":"Summer school programs aren’t enough to reverse pandemic learning loss, researchers say | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"School leaders spent billions on summer school programs in 2022. But with short length and low attendance, studies have found minuscule gains.","status":"publish","parent":0,"modified":1692417843,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1174},"headData":{"title":"Summer school programs aren't enough to reverse pandemic learning loss, researchers say | KQED","description":"School leaders spent billions on summer school programs in 2022. But with short length and low attendance, studies have found minuscule gains.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School leaders spent billions on summer school programs in 2022. But with short length and low attendance, studies have found minuscule gains.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Summer school programs aren't enough to reverse pandemic learning loss, researchers say","datePublished":"2023-08-21T10:00:21.000Z","dateModified":"2023-08-19T04:04:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62237/summer-school-programs-arent-enough-to-reverse-pandemic-learning-loss-researchers-say","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62237/summer-school-programs-arent-enough-to-reverse-pandemic-learning-loss-researchers-say","authors":["byline_mindshift_62237"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21761","mindshift_21539","mindshift_21411"],"featImg":"mindshift_62238","label":"mindshift"},"mindshift_62073":{"type":"posts","id":"mindshift_62073","meta":{"index":"posts_1591205157","site":"mindshift","id":"62073","score":null,"sort":[1690243043000]},"guestAuthors":[],"slug":"thinking-about-tutoring-for-your-child-heres-what-you-should-consider","title":"Thinking about tutoring for your child? Here’s what you should consider.","publishDate":1690243043,"format":"standard","headTitle":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","status":"publish","parent":0,"modified":1690243247,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1332},"headData":{"title":"Thinking about tutoring for your child? Here’s what you should consider. | KQED","description":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring can help students as they recover academically from pandemic interruptions. Here's what parents need to know.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Thinking about tutoring for your child? Here’s what you should consider.","datePublished":"2023-07-24T23:57:23.000Z","dateModified":"2023-07-25T00:00:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Yesenia Robles, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca class=\"Link\" href=\"https://chalkbeat.admin.usechorus.com/e/23565152\" target=\"_blank\" rel=\"noopener\">\u003cb>Leer en español.\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As educators look for ways to help students as they recover academically from pandemic interruptions, \u003ca href=\"https://www.kqed.org/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery\">tutoring can play a key role\u003c/a>.\u003c/p>\n\u003cp>But across the country, many leaders are seeing that some of the students who need the help the most \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">aren’t taking advantage\u003c/a>.\u003c/p>\n\u003cp>So, as parents, what questions should you be asking about tutoring and whether your student can benefit? Here are answers to some common questions.\u003c/p>\n\u003ch2 id=\"8TYA4l\">When should I consider tutoring for my child?\u003c/h2>\n\u003cp>Rhonda Haniford, associate commissioner of the school quality and support division at the Colorado Department of Education, said the first thing to keep in mind is that different tutoring programs are designed to achieve different goals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While parents might think tutoring is only to help students who are struggling academically, sometimes programs are designed instead to keep students engaged, accelerate their learning, or hone in on specific skills or needs.\u003c/p>\n\u003cp>If a parent believes their child is struggling academically, Haniford said they should look at what their school offers.\u003c/p>\n\u003cp>“First, I would say meet with the school and talk about what they’re seeing,” Haniford said. “Talk about what’s working, what are the child’s strengths as well as where are their needs. And can tutoring help? It depends on what the tutoring program is designed to accomplish.”\u003c/p>\n\u003cp>Parent Keri Rodrigues said her five sons’ report cards showed good grades and that her boys were doing well. But when she asked them to read to her at home, she noticed two were struggling.\u003c/p>\n\u003cp>“These were things I could see,” Rodrigues said.\u003c/p>\n\u003cp>Rodrigues is co-founder of the advocacy group \u003ca class=\"Link\" href=\"https://nationalparentsunion.org/\" target=\"_blank\" rel=\"noopener\">National Parents Union\u003c/a>. She advises parents to trust their instincts and ask questions when they believe their children might be struggling. That means starting with more conversations with teachers.\u003c/p>\n\u003cp>When talking with teachers, Rodrigues said, one of the most important questions to ask is whether your child is reading at grade level, and if not, what is being done to get them there.\u003c/p>\n\u003cp>“Report cards often are not telling us this information,” she said.\u003c/p>\n\u003cp>Ashara Baker, a mother to a rising second grader and also a leader with National Parents Union, advises parents that if their child attends a school that has low state test scores, they should consider tutoring even if it seems like their child is doing well.\u003c/p>\n\u003cp>Haniford said the first step is to make sure that the goals of the tutoring program match your child’s needs.\u003c/p>\n\u003cp>After that, she said, parents should ask if their school has a diagnostic assessment of their child. Most schools do, she said. That information can guide tutors to a student’s needs and to build on their strengths.\u003c/p>\n\u003cp>Rodrigues likes to remind parents that they don’t need to be well-versed in education curriculum to start asking questions. She suggests asking if a program is using evidence-based practices, which are strategies that are based on research and have been proven to work, and if their reading programs are based on the science of reading, the research about how children’s brains learn to read.\u003c/p>\n\u003cp>“If you hear things like balanced literacy, that might be a problem,” she said. Balanced Literacy is \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2020/3/27/21231320/why-do-so-many-colorado-students-struggle-to-read-flawed-curriculum-is-part-of-the-problem\" target=\"_blank\" rel=\"noopener\">an approach to teaching reading\u003c/a> based on a debunked philosophy that reading is natural and requires encouragement. “Even if you just remember they should say ‘science of reading,’ you shouldn’t be intimidated.”\u003c/p>\n\u003cp>Some research shows that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic?utm_source=Chalkbeat&utm_campaign=928f3be94a-National+Why+highdosage+tutoring+is+still+so+hard&utm_medium=email&utm_term=0_9091015053-928f3be94a-%5BLIST_EMAIL_ID%5D\" target=\"_blank\" rel=\"noopener\">“high-dosage” tutoring programs may be most effective\u003c/a> for students who need academic help. Usually that involves in-person instruction a few times a week.\u003c/p>\n\u003cp>Baker is leading an effort to get New York schools to make high-dosage tutoring available in public schools.\u003c/p>\n\u003cp>She said good communication is important. Her local district advertised a summer enrichment program, and her daughter attended. Baker knew her daughter was taken to get a library card and to the farmers market, and she heard about how much fun the kids had with water balloons. But Baker said she didn’t know the program was meant to be a form of tutoring.\u003c/p>\n\u003cp>“It can be fun, but you have to be checking in: How are we doing? Are we making progress?” Baker said.\u003c/p>\n\u003cp>She also suggests asking if tutors are trained and certified and finding out how many students are working with each tutor. Small groups are best, she said.\u003c/p>\n\u003cp>Haniford agrees about small groups. She said the most successful programs have no more than six students per tutor.\u003c/p>\n\u003cp>“They have a clear purpose and vision for what they want to accomplish, and it’s not a catch-all with too many students, because then students are not getting individualized attention,” Haniford said.\u003c/p>\n\u003ch2 id=\"YiawKO\">How do I know if my child is getting the most from their tutoring?\u003c/h2>\n\u003cp>Baker suggests that parents make sure the tutoring program their school uses, or that they select from outside groups, does some testing that will measure improvement or where more help is needed.\u003c/p>\n\u003cp>The tutoring program she pays to help her daughter outside of school now gives parents regular reports about how things are progressing and how parents can help maintain the progress at home.\u003c/p>\n\u003cp>Jennifer Castillo, new principal of Boston P-8 in Aurora, said that the school has tutoring run by an outside group, but uses the school’s own teachers that are already familiar with their students.\u003c/p>\n\u003cp>“Having those relationships is very important,” Castillo said. “They know where those student’s gaps are, they know the reasons students are there. I think it’s important for the tutors and the student to be able to go to their parents and show that progress. After a month, I’m seeing an increase in scores or ability or confidence, whatever the issue. As a parent, hopefully you don’t have to ask in a strong partnership.”\u003c/p>\n\u003cp>Castillo said that if the program you’re considering has tutors who aren’t teachers in the school, parents might ask if there’s a way for the tutors and teachers to communicate with each other so that the tutoring help is aligned with what is happening in the classroom.\u003c/p>\n\u003ch2 id=\"ZhIILB\">Should I wait to get my child into a tutoring program?\u003c/h2>\n\u003cp>“There’s always that tug of should I wait a little longer? Maybe it was a rough year. Maybe it was a rough teacher,” Rodrigues said. “Things don’t get easier the more you wait. They get harder.”\u003c/p>\n\u003cp>This is especially true for younger children who need extra help to learn to read. Being able to read will help students learn more complex subjects later.\u003c/p>\n\u003cp>Haniford and Castillo believe parents should clarify why their child needs a break — is there a social or emotional issue, for example — and to look at various options to address the issue.\u003c/p>\n\u003cp>“Kids don’t need a break from learning,” Castillo said. Learning can happen all day, she added. “But we need to ensure they’re engaged and it’s not just sitting and listening. Taking the tutoring outside, making it more hands-on, or making it more applicable might help.”\u003c/p>\n\u003cp>Castillo also recommends that students understand the importance of tutoring and the benefits they should see themselves.\u003c/p>\n\u003cp>“The students have to want to be involved,” Castillo said. “Letting them have some ownership will help as well.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/7/20/23798228/tutoring-help-for-child\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62073/thinking-about-tutoring-for-your-child-heres-what-you-should-consider","authors":["byline_mindshift_62073"],"categories":["mindshift_21385","mindshift_193"],"tags":["mindshift_21343","mindshift_444","mindshift_290","mindshift_550","mindshift_21413"],"featImg":"mindshift_62074","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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 />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"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. 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