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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated June 22, 2022 at 12:54 PM ET\u003c/strong>\u003c/div>\n\u003cp>How did the pandemic disrupt learning for America's more than 50 million K-12 students?\u003c/p>\n\u003cp>For two years, that question has felt immeasurable, like a phantom, though few educators doubted the shadow it cast over children who spent months struggling to learn online.\u003c/p>\n\u003cp>Now, as a third pandemic school year draws to a close, new research offers the clearest accounting yet of the crisis's academic toll — as well as reason to hope that schools can help.\u003c/p>\n\u003ch3>1. Surprise! Students learned less when they were remote\u003c/h3>\n\u003cp>But really, this should surprise no one.\u003c/p>\n\u003cp>Most schools had little to no experience with remote instruction when the pandemic began; they lacked teacher training, appropriate software, laptops, universal internet access and, in many cases, students lacked stability and a supportive adult at home to help.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even students who spent the least amount of time learning remotely during the 2020-21 school year — just a month or less — missed the equivalent of seven to 10 weeks of math learning, says Thomas Kane of the Center for Education Policy Research at Harvard University.\u003c/p>\n\u003cp>Much of that missed learning, Kane says, was likely a hangover from spring 2020, when nearly all schools were remote and remote instruction was at its worst.\u003c/p>\n\u003cp>Kane is part of a collaborative of researchers at Harvard, the American Institutes for Research, Dartmouth College and the school-testing nonprofit NWEA, who \u003ca href=\"https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491\">set out to measure\u003c/a> just how much learning students missed during the pandemic.\u003c/p>\n\u003cp>And notice we're saying \"missed,\" not \"lost,\" because the problem is that when schools went remote, kids simply did not learn as much or as well as they would have in person.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We try not to say 'learning loss,' because if they didn't learn it, they didn't lose it,\" explains Ebony Lee, an assistant superintendent in Clayton County, Ga.\u003c/p>\n\u003cp>Not everyone agrees. Some parents who saw their kids struggle while trying to learn remotely believe \"learning loss\" fits — because it captures the urgency they now feel to make up for what was lost.\u003c/p>\n\u003cp>\"It would mean so much for parents if somebody would acknowledge it. 'You know, we have learning loss,' \" says Sheila Walker, a parent in Northern California. \"Like our board, they don't even use those words. We know we have learning loss, so how are we going to address it?\"\u003c/p>\n\u003cp>Kane and his fellow researchers studied the test scores of more than 2 million elementary- and middle-schoolers, comparing the growth they made between fall 2017 and fall 2019 to their pandemic-era growth, from fall 2019 to fall 2021.\u003c/p>\n\u003cp>Though researchers focused on math, the instructional time students missed in reading was \"comparable,\" Kane says.\u003c/p>\n\u003cp>One quick caveat: Obviously, test scores can tell us only so much about what students actually learn in a given year (social-emotional skills, for example, are harder to measure). But they're a start.\u003c/p>\n\u003ch3>2. Students at high-poverty schools were hit hardest\u003c/h3>\n\u003cp>Students at high-poverty schools experienced an academic double-whammy: Their schools were more likely to be remote and, when they were, students missed more learning.\u003c/p>\n\u003cp>Let's break that down.\u003c/p>\n\u003cp>First, high-poverty schools spent about 5.5 more weeks in remote instruction during the 2020-21 school year than low- and mid-poverty schools, the report says. Researchers also found a \"higher incidence of remote schooling for Black and Hispanic students.\"\u003c/p>\n\u003cp>And second, in high-poverty schools that stayed remote for the majority of the 2020-21 school year, students missed the equivalent of 22 weeks of in-person math learning.\u003c/p>\n\u003cp>That's more than half of a traditional school year (roughly 36-40 weeks).\u003c/p>\n\u003cp>By contrast, students in similarly remote, low-poverty schools missed considerably less learning: roughly 13 weeks, Kane says, and he warns that closing these gaps could take years.\u003c/p>\n\u003cp>This new data backs up what many teachers and school leaders have been saying.\u003c/p>\n\u003cp>\"It's very disconcerting,\" says Sharon Contreras, the superintendent of North Carolina's third-largest district, in Guilford County. \"Because we know that the students who are most vulnerable saw the most amount of learning loss, and they were already behind.\"\u003c/p>\n\u003cp>Why did students in high-poverty schools miss more learning while remote? Recent U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-22-104487\">surveys of more\u003c/a> \u003ca href=\"https://www.gao.gov/assets/gao-22-105815.pdf\">than 2,800 teachers\u003c/a> offer some explanations.\u003c/p>\n\u003cp>Teachers in remote, high-poverty schools were more likely to report that their students lacked a workspace and internet at home, and were less likely to have an adult there to help. Many older students disengaged because the pandemic forced them to become caretakers, or to get jobs.\u003c/p>\n\u003cp>Making matters worse, as NPR has reported, high-poverty students were also more likely to experience \u003ca href=\"https://www.npr.org/2020/09/27/917554000/in-pandemic-many-students-lose-critical-access-to-meals\">food\u003c/a> \u003ca href=\"https://www.npr.org/2022/02/02/1077300038/some-families-are-being-forced-to-choose-between-remote-learning-and-school-meal\">insecurity\u003c/a>, \u003ca href=\"https://www.npr.org/2020/10/07/920320592/an-impossible-choice-for-homeless-parents-a-job-or-their-childs-education\">homelessness\u003c/a> and the loss of a loved one to COVID-19.\u003c/p>\n\u003cp>\"These gaps are not new,\" says Becky Pringle, head of the National Education Association (NEA), the nation's largest teachers union. \"We know that there are racial and social and economic injustices that exist in every system ... what the pandemic did was just like the pandemic did with everything: It just made it worse.\"\u003c/p>\n\u003ch3>3. Different states saw different gaps\u003c/h3>\n\u003cp>Kane and his fellow researchers found that learning gaps were most pronounced in states with higher rates of remote instruction overall.\u003c/p>\n\u003cp>For example, in the quarter of states where students spent the most time learning remotely, including California, Illinois, Kentucky and Virginia, \"high-poverty schools spent an additional nine weeks in remote instruction (more than two months) than low-poverty schools,\" the report says.\u003c/p>\n\u003cp>On the other hand, in the quarter of states where overall use of remote instruction was the lowest, including Texas, Florida and a host of rural states, the report says, high-poverty schools were still more likely to be remote \"but the differences were small: 3 weeks remote in high poverty schools versus 1 week remote in low poverty schools.\"\u003c/p>\n\u003cp>The report says, \"as long as schools were in-person throughout 2020-21, there was no widening of math achievement gaps between high-, middle-, and low-poverty schools.\"\u003c/p>\n\u003cp>Kane says he hopes that, instead of relitigating districts' choices to stay remote, politicians and educators can use this data as a call to action.\u003c/p>\n\u003cp>\"That student achievement declined is not a surprise,\" Kane says. \"Rather, we should think of it as a bill for a public health measure that was taken on our behalf. And it's our obligation now, whether or not we agreed with those decisions, to pay that bill. We can't stiff our children.\"\u003c/p>\n\u003ch3>4. High school graduation rates didn't change much\u003c/h3>\n\u003cp>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2022/05/10/how-has-the-pandemic-affected-high-school-graduation-and-college-entry/amp/\">One more study\u003c/a>, from Brookings, looks at the impact all this pandemic-driven turmoil had on high school graduation and college entry rates.\u003c/p>\n\u003cp>It turns out, for the 2019-20 school year, when graduation ceremonies were canceled and students ended the year at home, high school graduation rates actually \u003cem>increased\u003c/em> slightly.\u003c/p>\n\u003cp>\"The message clearly was 'just show up,' \" says Douglas Harris, the study's lead researcher and director of the National Center for Research on Education Access and Choice at Tulane University.\u003c/p>\n\u003cp>\"So it became pretty easy,\" Harris says. \"Anybody who was on the margin of graduating at that point was going to graduate because the states officially relaxed their standards.\"\u003c/p>\n\u003cp>For the 2020-21 school year, Harris says, states and school districts largely returned to pre-pandemic standards and, as a result, the high school graduation rate dipped slightly.\u003c/p>\n\u003ch3>5. Many high school grads chose to delay college\u003c/h3>\n\u003cp>While the pandemic appeared to have little impact on students' ability to finish high school, it seemed to \u003ca href=\"https://www.npr.org/2021/10/26/1048955023/college-enrollment-down-pandemic-economy\">have the opposite effect\u003c/a> on their willingness to \u003cem>start\u003c/em> college.\u003c/p>\n\u003cp>Harris says entry rates for recent high school grads at four-year colleges dipped 6% and a worrying 16% at two-year colleges. Why?\u003c/p>\n\u003cp>Harris has a theory: \"I think for anybody, regardless of age, starting something new, trying to develop new relationships in the pandemic, was a nonstarter.\"\u003c/p>\n\u003ch3>6. Schools can do something about it\u003c/h3>\n\u003cp>School leaders are now racing to build programs that, they hope, will help students make up for at least some of this missed learning. One popular approach: \"high-dosage\" tutoring.\u003c/p>\n\u003cp>\"For us, high-dosage means two to three times per week for at least 30 minutes, and ... no more than three students in a group,\" says Penny Schwinn, Tennessee's state education commissioner.\u003c/p>\n\u003cp>Schwinn led the creation of the TN ALL Corps, a sprawling, statewide network of tutors who, Schwinn hopes, can reach 150,000 elementary- and middle-schoolers over three years. High school students with busier schedules can access online tutoring anytime, on demand.\u003c/p>\n\u003cp>In Guilford County, Contreras says the benefits of \u003ca href=\"https://www.npr.org/2021/12/23/1064975215/heres-what-schools-are-doing-to-try-to-address-students-social-emotional-needs\">their tutoring program\u003c/a> go well beyond learning recovery. Their new tutoring corps draws heavily from graduate assistants at North Carolina Agricultural and Technical State University, a regional HBCU.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We want to continue to grow the number of Black and brown teachers in the district,\" Contreras says. \"So hiring graduate assistants was a very intentional effort to make sure our students saw themselves, but also to introduce those graduate assistants to the teaching profession.\"\u003c/p>\n\u003cp>Multiple superintendents, including Contreras, emphasized that the purpose of these tutoring efforts was not to look backward, over old material, but to support students as they move forward through new concepts.\u003c/p>\n\u003cp>\"We don't want to remediate,\" Contreras says emphatically. \"We want to accelerate learning.\"\u003c/p>\n\u003cp>Kane says districts should also consider making up for missed learning \u003ca href=\"https://www.timeandlearning.org/research/student-achievement\">by adding more days to the school calendar\u003c/a>.\u003c/p>\n\u003cp>\"Schools already have the teachers. They already have the buildings. They already have the bus routes,\" Kane explains. Extending the school year may be logistically easier than, say, hiring and scheduling hundreds of new tutors.\u003c/p>\n\u003cp>But that doesn't mean extending the school year is easy.\u003c/p>\n\u003cp>In Los Angeles, where students spent most of the 2020-21 school year learning remotely, Superintendent Alberto Carvalho says he would love to expand the next school year by as many as 10 additional days to help address what he calls \"unprecedented, historic learning loss.\" But, he says, \"[that idea] ran into a lot of opposition\" from parents and teachers alike.\u003c/p>\n\u003cp>So Carvalho has had to settle for four additional student learning days next year.\u003c/p>\n\u003cp>Kane acknowledges that adding time to the school year is asking a lot of teachers and some families and would likely require a pay bump above educators' normal weekly rate.\u003c/p>\n\u003cp>\"Everybody is eager to return to normal. And I can appreciate that,\" Kane says, \"but normal is not enough.\"\u003c/p>\n\u003cp>If there is a silver lining for districts rushing to create new learning opportunities, it's that many school leaders — and politicians — are realizing they make good sense long-term too.\u003c/p>\n\u003cp>In Los Angeles, Carvalho says many students attending high-poverty schools \"were in crisis prior to COVID-19,\" academically speaking. And he hopes these new efforts, forced by the pandemic, \"may actually catapult their learning experience.\"\u003c/p>\n\u003cp>Tennessee's ALL Corps \"is now funded forever more,\" Schwinn says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"So this isn't going to be a COVID recovery. This is just good practice for kids.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+things+we%27ve+learned+about+how+the+pandemic+disrupted+learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated June 22, 2022 at 12:54 PM ET\u003c/strong>\u003c/div>\n\u003cp>How did the pandemic disrupt learning for America's more than 50 million K-12 students?\u003c/p>\n\u003cp>For two years, that question has felt immeasurable, like a phantom, though few educators doubted the shadow it cast over children who spent months struggling to learn online.\u003c/p>\n\u003cp>Now, as a third pandemic school year draws to a close, new research offers the clearest accounting yet of the crisis's academic toll — as well as reason to hope that schools can help.\u003c/p>\n\u003ch3>1. Surprise! Students learned less when they were remote\u003c/h3>\n\u003cp>But really, this should surprise no one.\u003c/p>\n\u003cp>Most schools had little to no experience with remote instruction when the pandemic began; they lacked teacher training, appropriate software, laptops, universal internet access and, in many cases, students lacked stability and a supportive adult at home to help.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even students who spent the least amount of time learning remotely during the 2020-21 school year — just a month or less — missed the equivalent of seven to 10 weeks of math learning, says Thomas Kane of the Center for Education Policy Research at Harvard University.\u003c/p>\n\u003cp>Much of that missed learning, Kane says, was likely a hangover from spring 2020, when nearly all schools were remote and remote instruction was at its worst.\u003c/p>\n\u003cp>Kane is part of a collaborative of researchers at Harvard, the American Institutes for Research, Dartmouth College and the school-testing nonprofit NWEA, who \u003ca href=\"https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491\">set out to measure\u003c/a> just how much learning students missed during the pandemic.\u003c/p>\n\u003cp>And notice we're saying \"missed,\" not \"lost,\" because the problem is that when schools went remote, kids simply did not learn as much or as well as they would have in person.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We try not to say 'learning loss,' because if they didn't learn it, they didn't lose it,\" explains Ebony Lee, an assistant superintendent in Clayton County, Ga.\u003c/p>\n\u003cp>Not everyone agrees. Some parents who saw their kids struggle while trying to learn remotely believe \"learning loss\" fits — because it captures the urgency they now feel to make up for what was lost.\u003c/p>\n\u003cp>\"It would mean so much for parents if somebody would acknowledge it. 'You know, we have learning loss,' \" says Sheila Walker, a parent in Northern California. \"Like our board, they don't even use those words. We know we have learning loss, so how are we going to address it?\"\u003c/p>\n\u003cp>Kane and his fellow researchers studied the test scores of more than 2 million elementary- and middle-schoolers, comparing the growth they made between fall 2017 and fall 2019 to their pandemic-era growth, from fall 2019 to fall 2021.\u003c/p>\n\u003cp>Though researchers focused on math, the instructional time students missed in reading was \"comparable,\" Kane says.\u003c/p>\n\u003cp>One quick caveat: Obviously, test scores can tell us only so much about what students actually learn in a given year (social-emotional skills, for example, are harder to measure). But they're a start.\u003c/p>\n\u003ch3>2. Students at high-poverty schools were hit hardest\u003c/h3>\n\u003cp>Students at high-poverty schools experienced an academic double-whammy: Their schools were more likely to be remote and, when they were, students missed more learning.\u003c/p>\n\u003cp>Let's break that down.\u003c/p>\n\u003cp>First, high-poverty schools spent about 5.5 more weeks in remote instruction during the 2020-21 school year than low- and mid-poverty schools, the report says. Researchers also found a \"higher incidence of remote schooling for Black and Hispanic students.\"\u003c/p>\n\u003cp>And second, in high-poverty schools that stayed remote for the majority of the 2020-21 school year, students missed the equivalent of 22 weeks of in-person math learning.\u003c/p>\n\u003cp>That's more than half of a traditional school year (roughly 36-40 weeks).\u003c/p>\n\u003cp>By contrast, students in similarly remote, low-poverty schools missed considerably less learning: roughly 13 weeks, Kane says, and he warns that closing these gaps could take years.\u003c/p>\n\u003cp>This new data backs up what many teachers and school leaders have been saying.\u003c/p>\n\u003cp>\"It's very disconcerting,\" says Sharon Contreras, the superintendent of North Carolina's third-largest district, in Guilford County. \"Because we know that the students who are most vulnerable saw the most amount of learning loss, and they were already behind.\"\u003c/p>\n\u003cp>Why did students in high-poverty schools miss more learning while remote? Recent U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-22-104487\">surveys of more\u003c/a> \u003ca href=\"https://www.gao.gov/assets/gao-22-105815.pdf\">than 2,800 teachers\u003c/a> offer some explanations.\u003c/p>\n\u003cp>Teachers in remote, high-poverty schools were more likely to report that their students lacked a workspace and internet at home, and were less likely to have an adult there to help. Many older students disengaged because the pandemic forced them to become caretakers, or to get jobs.\u003c/p>\n\u003cp>Making matters worse, as NPR has reported, high-poverty students were also more likely to experience \u003ca href=\"https://www.npr.org/2020/09/27/917554000/in-pandemic-many-students-lose-critical-access-to-meals\">food\u003c/a> \u003ca href=\"https://www.npr.org/2022/02/02/1077300038/some-families-are-being-forced-to-choose-between-remote-learning-and-school-meal\">insecurity\u003c/a>, \u003ca href=\"https://www.npr.org/2020/10/07/920320592/an-impossible-choice-for-homeless-parents-a-job-or-their-childs-education\">homelessness\u003c/a> and the loss of a loved one to COVID-19.\u003c/p>\n\u003cp>\"These gaps are not new,\" says Becky Pringle, head of the National Education Association (NEA), the nation's largest teachers union. \"We know that there are racial and social and economic injustices that exist in every system ... what the pandemic did was just like the pandemic did with everything: It just made it worse.\"\u003c/p>\n\u003ch3>3. Different states saw different gaps\u003c/h3>\n\u003cp>Kane and his fellow researchers found that learning gaps were most pronounced in states with higher rates of remote instruction overall.\u003c/p>\n\u003cp>For example, in the quarter of states where students spent the most time learning remotely, including California, Illinois, Kentucky and Virginia, \"high-poverty schools spent an additional nine weeks in remote instruction (more than two months) than low-poverty schools,\" the report says.\u003c/p>\n\u003cp>On the other hand, in the quarter of states where overall use of remote instruction was the lowest, including Texas, Florida and a host of rural states, the report says, high-poverty schools were still more likely to be remote \"but the differences were small: 3 weeks remote in high poverty schools versus 1 week remote in low poverty schools.\"\u003c/p>\n\u003cp>The report says, \"as long as schools were in-person throughout 2020-21, there was no widening of math achievement gaps between high-, middle-, and low-poverty schools.\"\u003c/p>\n\u003cp>Kane says he hopes that, instead of relitigating districts' choices to stay remote, politicians and educators can use this data as a call to action.\u003c/p>\n\u003cp>\"That student achievement declined is not a surprise,\" Kane says. \"Rather, we should think of it as a bill for a public health measure that was taken on our behalf. And it's our obligation now, whether or not we agreed with those decisions, to pay that bill. We can't stiff our children.\"\u003c/p>\n\u003ch3>4. High school graduation rates didn't change much\u003c/h3>\n\u003cp>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2022/05/10/how-has-the-pandemic-affected-high-school-graduation-and-college-entry/amp/\">One more study\u003c/a>, from Brookings, looks at the impact all this pandemic-driven turmoil had on high school graduation and college entry rates.\u003c/p>\n\u003cp>It turns out, for the 2019-20 school year, when graduation ceremonies were canceled and students ended the year at home, high school graduation rates actually \u003cem>increased\u003c/em> slightly.\u003c/p>\n\u003cp>\"The message clearly was 'just show up,' \" says Douglas Harris, the study's lead researcher and director of the National Center for Research on Education Access and Choice at Tulane University.\u003c/p>\n\u003cp>\"So it became pretty easy,\" Harris says. \"Anybody who was on the margin of graduating at that point was going to graduate because the states officially relaxed their standards.\"\u003c/p>\n\u003cp>For the 2020-21 school year, Harris says, states and school districts largely returned to pre-pandemic standards and, as a result, the high school graduation rate dipped slightly.\u003c/p>\n\u003ch3>5. Many high school grads chose to delay college\u003c/h3>\n\u003cp>While the pandemic appeared to have little impact on students' ability to finish high school, it seemed to \u003ca href=\"https://www.npr.org/2021/10/26/1048955023/college-enrollment-down-pandemic-economy\">have the opposite effect\u003c/a> on their willingness to \u003cem>start\u003c/em> college.\u003c/p>\n\u003cp>Harris says entry rates for recent high school grads at four-year colleges dipped 6% and a worrying 16% at two-year colleges. Why?\u003c/p>\n\u003cp>Harris has a theory: \"I think for anybody, regardless of age, starting something new, trying to develop new relationships in the pandemic, was a nonstarter.\"\u003c/p>\n\u003ch3>6. Schools can do something about it\u003c/h3>\n\u003cp>School leaders are now racing to build programs that, they hope, will help students make up for at least some of this missed learning. One popular approach: \"high-dosage\" tutoring.\u003c/p>\n\u003cp>\"For us, high-dosage means two to three times per week for at least 30 minutes, and ... no more than three students in a group,\" says Penny Schwinn, Tennessee's state education commissioner.\u003c/p>\n\u003cp>Schwinn led the creation of the TN ALL Corps, a sprawling, statewide network of tutors who, Schwinn hopes, can reach 150,000 elementary- and middle-schoolers over three years. High school students with busier schedules can access online tutoring anytime, on demand.\u003c/p>\n\u003cp>In Guilford County, Contreras says the benefits of \u003ca href=\"https://www.npr.org/2021/12/23/1064975215/heres-what-schools-are-doing-to-try-to-address-students-social-emotional-needs\">their tutoring program\u003c/a> go well beyond learning recovery. Their new tutoring corps draws heavily from graduate assistants at North Carolina Agricultural and Technical State University, a regional HBCU.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We want to continue to grow the number of Black and brown teachers in the district,\" Contreras says. \"So hiring graduate assistants was a very intentional effort to make sure our students saw themselves, but also to introduce those graduate assistants to the teaching profession.\"\u003c/p>\n\u003cp>Multiple superintendents, including Contreras, emphasized that the purpose of these tutoring efforts was not to look backward, over old material, but to support students as they move forward through new concepts.\u003c/p>\n\u003cp>\"We don't want to remediate,\" Contreras says emphatically. \"We want to accelerate learning.\"\u003c/p>\n\u003cp>Kane says districts should also consider making up for missed learning \u003ca href=\"https://www.timeandlearning.org/research/student-achievement\">by adding more days to the school calendar\u003c/a>.\u003c/p>\n\u003cp>\"Schools already have the teachers. They already have the buildings. They already have the bus routes,\" Kane explains. Extending the school year may be logistically easier than, say, hiring and scheduling hundreds of new tutors.\u003c/p>\n\u003cp>But that doesn't mean extending the school year is easy.\u003c/p>\n\u003cp>In Los Angeles, where students spent most of the 2020-21 school year learning remotely, Superintendent Alberto Carvalho says he would love to expand the next school year by as many as 10 additional days to help address what he calls \"unprecedented, historic learning loss.\" But, he says, \"[that idea] ran into a lot of opposition\" from parents and teachers alike.\u003c/p>\n\u003cp>So Carvalho has had to settle for four additional student learning days next year.\u003c/p>\n\u003cp>Kane acknowledges that adding time to the school year is asking a lot of teachers and some families and would likely require a pay bump above educators' normal weekly rate.\u003c/p>\n\u003cp>\"Everybody is eager to return to normal. And I can appreciate that,\" Kane says, \"but normal is not enough.\"\u003c/p>\n\u003cp>If there is a silver lining for districts rushing to create new learning opportunities, it's that many school leaders — and politicians — are realizing they make good sense long-term too.\u003c/p>\n\u003cp>In Los Angeles, Carvalho says many students attending high-poverty schools \"were in crisis prior to COVID-19,\" academically speaking. And he hopes these new efforts, forced by the pandemic, \"may actually catapult their learning experience.\"\u003c/p>\n\u003cp>Tennessee's ALL Corps \"is now funded forever more,\" Schwinn says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So this isn't going to be a COVID recovery. This is just good practice for kids.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+things+we%27ve+learned+about+how+the+pandemic+disrupted+learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We asked teachers how their year went. They warned of an exodus to come",
"title": "We asked teachers how their year went. They warned of an exodus to come",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>School is out, but teacher stress and burnout is still in session.\u003c/p>\n\u003cp>Last December, \u003ca href=\"https://www.npr.org/2021/12/23/1067077413/teachers-pandemic-school-classroom-return-to-in-person-learning\">we spoke to teachers about the challenges of educating during a pandemic\u003c/a> and their hopes for the coming year.\u003c/p>\n\u003cp>While many of them had initially thought a return to the classroom after remote learning would make things easier, others realized a new set of challenges had arisen.\u003c/p>\n\u003cp>\"The teachers are just feeling overwhelmed, and they're breaking down underneath it,\" Michael Reinholdt, a teacher coach from Davenport, Iowa, said at the time. \"I find people crying in the bathroom.\"\u003c/p>\n\u003cp>Back then, the first omicron COVID wave was sweeping the country and schools were trying their hardest to return to normal after two years of closures, illness and disruption.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since then, the question of basic safety has also come back into sharp focus after the Uvalde, Texas school shooting last month.\u003c/p>\n\u003cp>So, how are teachers reflecting on the year that was and the future ahead?\u003c/p>\n\u003cp>We caught up with Reinholdt; Suzen Polk-Hoffses, a pre-K teacher in Milbridge, Maine; and Tiki Boyea-Logan, a 4th grade teacher in Rowlett, Texas, to hear their thoughts.\u003c/p>\n\u003ch3>Bulletproof backpacks and a pandemic\u003c/h3>\n\u003cp>\"Honestly, I feel like we've been thrown an inner tube,\" Reinholdt said, reflecting on his December assessment that teachers were drowning. \"So we're floating, but we're only halfway back to the ship. We just have a lot of work to do.\"\u003c/p>\n\u003cp>With the recent shooting in her own state, Boyea-Logan said the return to normalcy seemed increasingly unattainable.\u003c/p>\n\u003cp>\"We're always kind of paying attention and [thinking], 'You see something, say something,' but this current shooting brought it all back,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59512\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59512\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22145636061735-b42fdf293bfd153d65a783224dfee01dbc15b26b-scaled-e1656087760453.jpg\" alt=\"Robb Elementary School in Uvalde\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The shooting at Robb Elementary School has left many feeling unsafe now that students are back to the classroom.\u003cbr>Jae C. Hong/AP\u003c/figcaption>\u003c/figure>\n\u003cp>In the wake of the Sandy Hook shooting in 2012, Boyea-Logan's husband bought her a bulletproof backpack, which she still brings to school to this day.\u003c/p>\n\u003cp>\"Just thinking about saying that in an elementary school setting is just so ridiculous,\" she said. \"But I mean, that's just what we're dealing with right now.\"\u003c/p>\n\u003cp>Boyea-Logan teaches fourth grade, and has witnessed firsthand how disruptive the pandemic has been to the development of her students.\u003c/p>\n\u003cp>\"I feel like at the beginning of the school year, I basically got second graders, because that's the point where they were in school full time,\" she said.\u003c/p>\n\u003cp>\"Though you're a fourth grade teacher, you're teaching kids who are emotionally at the second grade level. And academically, we're back to working miracles, like, 'Hey, we need to get these kids caught up, we need to fill these gaps.'\"\u003c/p>\n\u003cp>Beyond academic development, teachers are also reporting serious concerns around mental health.\u003c/p>\n\u003cp>Polk-Hoffses said that although her pre-K students were coming to her \"fresh\" at a young age, she had witnessed the concern among her colleagues.\u003c/p>\n\u003cp>\"They're very worried about the students that they had this year, because they saw a lot of depression. Someone even brought up cutting, they were afraid that a student would begin cutting again,\" Polk-Hoffses said.\u003c/p>\n\u003cp>\"Students were learning in isolation, then they came back, and they're overwhelmed, and they've experienced a trauma. And unfortunately, all schools aren't equipped to deal with the trauma that the students have experienced during the pandemic.\"\u003c/p>\n\u003ch3>Teachers could be driven to quit\u003c/h3>\n\u003cp>While Boyea-Logan and Polk-Hoffses remain passionate about their vocation, both expressed concern about the sustainability of their work conditions.\u003c/p>\n\u003cp>\"I just worry about our young educators who haven't been in the field as long as I have,\" Polk-Hoffses said. \"I've been in the field of teaching for 21 years, I still feel strong and resilient. And I just want to let the young educators know, please find support somewhere within your school, your family, please don't leave the profession.\"\u003c/p>\n\u003cp>This is one thing Reinholdt, Polk-Hoffses and Boyea-Logan are all warning of: A possible exodus of teachers in the summer.\u003c/p>\n\u003cp>\"My fear is that during the summer, they'll just say, 'I just can't do this anymore, because it was just too hard,'\" Polk-Hoffses said.\u003c/p>\n\u003cfigure id=\"attachment_59513\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59513 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22041006223196-b55410fd8f8d1e1af68302d787e208e53bb096eb-scaled-e1656087830766.jpg\" alt=\"Students wait in line at school\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers are warning of mental health challenges raised by the pandemic. (Brynn Anderson/AP) \u003ccite>(Brynn Anderson/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Boyea-Logan understands that thinking firsthand. For her, the question isn't whether she \u003cem>wants \u003c/em>to go on, but whether she \u003cem>can\u003c/em>.\u003c/p>\n\u003cp>\"It's just way too much has been put on our shoulders,\" she said. \"I feel like they expect us to juggle 18 different balls and hop on one foot while saying our ABCs backwards. I mean, that's how it feels. And I feel like it doesn't seem like there's any relief in sight.\"\u003c/p>\n\u003cp>Boyea-Logan said she hoped legislators and the upper management of school districts look at the data of teachers leaving.\u003c/p>\n\u003cp>\"And I hope they really look at that and really ask these teachers, and really pay attention to their answers, about why they're leaving, [asking], 'What can we do to fix this?'\"\u003c/p>\n\u003cp>\"Because if they don't, they're just gonna be hemorrhaging really good teachers for the foreseeable future.\"\u003c/p>\n\u003cp>Reinholdt said teachers were naturally \"eternal optimists\" in order to get the job done, but would reach their limit, while Polk-Hoffses worried of an exodus and asked one thing to anyone reading this:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Understand how you can help support your local schools. You need to, because these children are our future. We need them educated. Help us educate them, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+teachers+how+their+year+went.+They+warned+of+an+exodus+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School is out, but teacher stress and burnout is still in session.\u003c/p>\n\u003cp>Last December, \u003ca href=\"https://www.npr.org/2021/12/23/1067077413/teachers-pandemic-school-classroom-return-to-in-person-learning\">we spoke to teachers about the challenges of educating during a pandemic\u003c/a> and their hopes for the coming year.\u003c/p>\n\u003cp>While many of them had initially thought a return to the classroom after remote learning would make things easier, others realized a new set of challenges had arisen.\u003c/p>\n\u003cp>\"The teachers are just feeling overwhelmed, and they're breaking down underneath it,\" Michael Reinholdt, a teacher coach from Davenport, Iowa, said at the time. \"I find people crying in the bathroom.\"\u003c/p>\n\u003cp>Back then, the first omicron COVID wave was sweeping the country and schools were trying their hardest to return to normal after two years of closures, illness and disruption.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since then, the question of basic safety has also come back into sharp focus after the Uvalde, Texas school shooting last month.\u003c/p>\n\u003cp>So, how are teachers reflecting on the year that was and the future ahead?\u003c/p>\n\u003cp>We caught up with Reinholdt; Suzen Polk-Hoffses, a pre-K teacher in Milbridge, Maine; and Tiki Boyea-Logan, a 4th grade teacher in Rowlett, Texas, to hear their thoughts.\u003c/p>\n\u003ch3>Bulletproof backpacks and a pandemic\u003c/h3>\n\u003cp>\"Honestly, I feel like we've been thrown an inner tube,\" Reinholdt said, reflecting on his December assessment that teachers were drowning. \"So we're floating, but we're only halfway back to the ship. We just have a lot of work to do.\"\u003c/p>\n\u003cp>With the recent shooting in her own state, Boyea-Logan said the return to normalcy seemed increasingly unattainable.\u003c/p>\n\u003cp>\"We're always kind of paying attention and [thinking], 'You see something, say something,' but this current shooting brought it all back,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59512\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59512\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22145636061735-b42fdf293bfd153d65a783224dfee01dbc15b26b-scaled-e1656087760453.jpg\" alt=\"Robb Elementary School in Uvalde\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">The shooting at Robb Elementary School has left many feeling unsafe now that students are back to the classroom.\u003cbr>Jae C. Hong/AP\u003c/figcaption>\u003c/figure>\n\u003cp>In the wake of the Sandy Hook shooting in 2012, Boyea-Logan's husband bought her a bulletproof backpack, which she still brings to school to this day.\u003c/p>\n\u003cp>\"Just thinking about saying that in an elementary school setting is just so ridiculous,\" she said. \"But I mean, that's just what we're dealing with right now.\"\u003c/p>\n\u003cp>Boyea-Logan teaches fourth grade, and has witnessed firsthand how disruptive the pandemic has been to the development of her students.\u003c/p>\n\u003cp>\"I feel like at the beginning of the school year, I basically got second graders, because that's the point where they were in school full time,\" she said.\u003c/p>\n\u003cp>\"Though you're a fourth grade teacher, you're teaching kids who are emotionally at the second grade level. And academically, we're back to working miracles, like, 'Hey, we need to get these kids caught up, we need to fill these gaps.'\"\u003c/p>\n\u003cp>Beyond academic development, teachers are also reporting serious concerns around mental health.\u003c/p>\n\u003cp>Polk-Hoffses said that although her pre-K students were coming to her \"fresh\" at a young age, she had witnessed the concern among her colleagues.\u003c/p>\n\u003cp>\"They're very worried about the students that they had this year, because they saw a lot of depression. Someone even brought up cutting, they were afraid that a student would begin cutting again,\" Polk-Hoffses said.\u003c/p>\n\u003cp>\"Students were learning in isolation, then they came back, and they're overwhelmed, and they've experienced a trauma. And unfortunately, all schools aren't equipped to deal with the trauma that the students have experienced during the pandemic.\"\u003c/p>\n\u003ch3>Teachers could be driven to quit\u003c/h3>\n\u003cp>While Boyea-Logan and Polk-Hoffses remain passionate about their vocation, both expressed concern about the sustainability of their work conditions.\u003c/p>\n\u003cp>\"I just worry about our young educators who haven't been in the field as long as I have,\" Polk-Hoffses said. \"I've been in the field of teaching for 21 years, I still feel strong and resilient. And I just want to let the young educators know, please find support somewhere within your school, your family, please don't leave the profession.\"\u003c/p>\n\u003cp>This is one thing Reinholdt, Polk-Hoffses and Boyea-Logan are all warning of: A possible exodus of teachers in the summer.\u003c/p>\n\u003cp>\"My fear is that during the summer, they'll just say, 'I just can't do this anymore, because it was just too hard,'\" Polk-Hoffses said.\u003c/p>\n\u003cfigure id=\"attachment_59513\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59513 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/ap22041006223196-b55410fd8f8d1e1af68302d787e208e53bb096eb-scaled-e1656087830766.jpg\" alt=\"Students wait in line at school\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers are warning of mental health challenges raised by the pandemic. (Brynn Anderson/AP) \u003ccite>(Brynn Anderson/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Boyea-Logan understands that thinking firsthand. For her, the question isn't whether she \u003cem>wants \u003c/em>to go on, but whether she \u003cem>can\u003c/em>.\u003c/p>\n\u003cp>\"It's just way too much has been put on our shoulders,\" she said. \"I feel like they expect us to juggle 18 different balls and hop on one foot while saying our ABCs backwards. I mean, that's how it feels. And I feel like it doesn't seem like there's any relief in sight.\"\u003c/p>\n\u003cp>Boyea-Logan said she hoped legislators and the upper management of school districts look at the data of teachers leaving.\u003c/p>\n\u003cp>\"And I hope they really look at that and really ask these teachers, and really pay attention to their answers, about why they're leaving, [asking], 'What can we do to fix this?'\"\u003c/p>\n\u003cp>\"Because if they don't, they're just gonna be hemorrhaging really good teachers for the foreseeable future.\"\u003c/p>\n\u003cp>Reinholdt said teachers were naturally \"eternal optimists\" in order to get the job done, but would reach their limit, while Polk-Hoffses worried of an exodus and asked one thing to anyone reading this:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Understand how you can help support your local schools. You need to, because these children are our future. We need them educated. Help us educate them, please.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+asked+teachers+how+their+year+went.+They+warned+of+an+exodus+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 high school students talk mental health and how the pandemic changed them",
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"content": "\u003cp>At this point in the pandemic, American teens have spent a significant chunk of their formative years isolated from friends and in fractured learning environments. More than 2 in 5 teens have reported persistently feeling sad or hopeless, according to a new Centers for Disease Control and Prevention \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/pdfs/su7103a1-a5-H.pdf\">survey of high school students\u003c/a>. Many who were already struggling with trauma or mental health problems before the pandemic were deeply affected by the prolonged isolation.\u003c/p>\n\u003cp>But young people have also shown grace and resilience as they dealt with the challenges of COVID-19. NPR spoke to four high school students who marked the pandemic's two year anniversary with a newfound sense of self, and big dreams for the future.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: 1-800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>Ruby, 17: \"I left a toxic friendship, I explored myself more.\"\u003c/strong>\u003c/h3>\n\u003cp>By the time the pandemic closed her school in March 2020, Ruby had already spent weeks trying to ignore her mom's warnings about COVID-19. Her mom is Chinese, and their relatives back in China had been updating her on the virus' spread since its early days. Ruby says when her spring break got extended, her mom told her: \"Oh yeah, you won't be going back to school anytime soon.\"\u003c/p>\n\u003cp>At first, remote learning heightened a lot of the anxieties Ruby already felt about her Minnetonka, Minn. high school. She transferred there in the fall of 2019 and was struggling to feel like she fit in because many of her new classmates came from wealthier families. NPR isn't using Ruby's last name to protect her privacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was just something I was worrying about constantly,\" she said. \"I was afraid to even move in class. I was just, like, sitting there, and I did not move because I was so anxious about what they were thinking about me.\"\u003c/p>\n\u003cp>When school went online, Ruby, then a freshman, was self-conscious about showing her house on camera. She also had a hard time finding a quiet place to concentrate as her two siblings also switched to remote learning – she would often lose focus during Zoom class. During remote school, she says, \"I didn't learn anything.\"\u003c/p>\n\u003cp>Ruby wasn't the only one. In the first several months of the pandemic, two-thirds of U.S. students in grades nine through 12 \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/su7103a5.htm?s_cid=su7103a5_w\">told the CDC\u003c/a> reported difficulty completing their schoolwork.\u003c/p>\n\u003cp>One upside to remote school was that it put some distance between Ruby and a friendship that she describes as toxic.\u003c/p>\n\u003cp>\"She was the only person I really knew, so I kind of felt safe around her,\" Ruby explains. \"But at the same time, I didn't really feel so safe because the people who she hung out with were not my people.\"\u003c/p>\n\u003cp>Things changed for the better during Ruby's sophomore year, when her school transitioned to hybrid learning and she decided to leave that friendship. She started to nurture relationships with the three people who are now her best friends.\u003c/p>\n\u003cp>\"I left a toxic friendship, I explored myself more.\" she says. \"I would say [the pandemic] has definitely made me a stronger person.\"\u003c/p>\n\u003ch3>\u003cstrong>Teja, 18: \"The lack of structure just led to me becoming obsessive.\"\u003c/strong>\u003c/h3>\n\u003cp>When her Seattle high school closed in March 2020, Teja's world started to disintegrate. Her jazz choir trip and swim practices were canceled, her clubs were confined to Zoom meetings and her entire life was condensed to her family's home.\u003c/p>\n\u003cp>Teja, then a sophomore, had been diagnosed with anorexia during her freshman year of high school and when the pandemic hit, she was in recovery. NPR isn't using her last name to protect her privacy around her anorexia.\u003c/p>\n\u003cp>\"School was a huge motivator for me, for... staying on track for recovery because school is something I love. I love to learn. It's really important to me and that was only possible if I was eating,\" Teja says. \"And then all of a sudden school was canceled.\"\u003c/p>\n\u003cp>Those early months of the pandemic were extremely destabilizing for Teja, and for other teenaged girls with eating disorders. The \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/wr/mm7108e2.htm\">CDC found\u003c/a> the proportion of emergency room visits for eating disorders increased among adolescent girls in 2020 and 2021.\u003c/p>\n\u003cp>Teja relapsed, and her family noticed. After a difficult conversation with her dad about how she might have to go to the hospital, Teja called a friend who talked her down. \"She was like, 'It's not fair to frighten you, but on the other hand, that is the reality.' \"\u003c/p>\n\u003cp>She says the conversation was a wake-up call.\u003c/p>\n\u003cp>\"I realized the only way I would be happy and have structure is if I created that for myself. So I made a schedule and I set goals,\" Teja says.\u003c/p>\n\u003cp>In the summer of 2020, she started going on daily walks with her dog, planning outdoor meetups with friends and writing music on a regular basis – all in addition to regular meetings with her psychiatrist. Eventually, she was healthy enough to attend outdoor swim team practices in nearby Lake Washington.\u003c/p>\n\u003cp>\"It was a lot of fun to be back in the water again and be back with my teammates. So those things kind of helped ground me with why I wanted to continue in recovery.\"\u003c/p>\n\u003cp>But that grounding didn't last long. When remote learning continued into her junior year, in fall 2020, she says, \"I just became really anxious about school in a way that I hadn't really been before.\"\u003c/p>\n\u003cp>\"I'm very perfectionistic,\" Teja explains, \"and the lack of structure just led to me becoming obsessive.\"\u003c/p>\n\u003cp>The things that usually brought her joy, like practicing with the jazz choir, didn't feel the same without her classmates singing by her side. \"I think the primary thing was the isolation. There was no one to catch me from spiraling.\"\u003c/p>\n\u003cp>In the fall of 2020, Teja's anxiety was getting worse. That's when the seizures started – sometimes more than 10 a day. \"I couldn't leave the house,\" she says.\u003c/p>\n\u003cp>Three weeks after her first seizure, she was diagnosed with a \u003ca href=\"https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Functional-Neurologic-Disorder\">rare neurological disorder\u003c/a> called Functional Neurologic Disorder that can be triggered by things like anxiety, stress and trauma.\u003c/p>\n\u003cp>\"That was a really, really hard couple of months because I couldn't do anything. You couldn't see friends without having seizures. My friends had my parents on speed dial for when I'd have seizures on Zoom.\"\u003c/p>\n\u003cp>She and her family had to go all the way to Colorado to find treatment in February 2021 – and the treatment helped. She started having fewer seizures, and this past fall, she returned to in-person classes for the first time since the pandemic started. She says being back at school has been strange, but good.\u003c/p>\n\u003cp>\"On my first day of school, my schedule was messed up and I was like, this is such an unusual experience. Like, it's been so long since I've had an issue as small as like, 'Oh, my schedule's wrong.' \"\u003c/p>\n\u003cp>Teja also got to return to some of the activities she loves most. She says getting back to some sense of normalcy has helped her recover from everything she went through during the pandemic.\u003c/p>\n\u003cp>\"I was able to do a live production of \u003cem>Alice in Wonderland\u003c/em>. And that, to me, was the first time I was like: It is important that I am here. Like, if I were to get sick and I couldn't be here, it would matter. And that was the first time in my high school experience that I felt that way.\"\u003c/p>\n\u003ch3>\u003cstrong>Alex, 16:\u003c/strong> \u003cstrong>\"I was asking myself, 'Am I a male? I don't look like the typical guy.' \"\u003c/strong>\u003c/h3>\n\u003cp>Pandemic isolation was a mixed bag for Alex, who lives in northern Minnesota.\u003c/p>\n\u003cp>On the one hand, the isolation worsened a lot of the struggles he was already having around mental health. Alex, now a junior, had been sexually abused in middle school, and was later diagnosed with anxiety, depression and PTSD. NPR isn't using Alex's last name to protect his privacy as a minor.\u003c/p>\n\u003cp>He hoped being quarantined at home would make him feel safer and less paranoid. But it didn't.\u003c/p>\n\u003cp>\"Honestly, if anything, it made it worse,\" he says. He felt trapped, and he constantly worried his abuser would find him.\u003c/p>\n\u003cp>Sitting at home, Alex had a lot of time to think. He started to look deeper into questions he had about his gender identity. \"I was asking myself, 'Am I a male? I don't look like the typical guy. I don't act like the other trans people I see online or in school,' \" he recalls.\u003c/p>\n\u003cp>After months of contemplation, he began identifying as trans masculine.\u003c/p>\n\u003cp>Then, in spring 2020, at the end of his freshman year, he started seeing a new therapist via telehealth appointments, which he liked better than in-person therapy. He was able to do therapy from the safety of his bed. \"You have all your comfort items right there.\"\u003c/p>\n\u003cp>It helped him open up in a new way.\u003c/p>\n\u003cp>\"I kinda just started getting braver. I started expressing what I was feeling,\" he explains.\u003c/p>\n\u003cp>\"It was like Jenga. Once one thing fell, everything else started falling. There was just kind of like word vomit.\"\u003c/p>\n\u003cp>In the fall of 2020, Alex started his sophomore year in-person, at a new school. \"I was basically like, 'Look, it's a new start.' \"\u003c/p>\n\u003cp>He reconnected with an old friend, who quickly became his best friend. \"We're at the point where we could just sit in silence and one of us would randomly start laughing, and the other person would know what we're laughing at already,\" he says. They like to hang out and do each others' makeup – Alex enjoys cosplaying.\u003c/p>\n\u003cp>But recovery isn't always a straight line. In October 2021, Alex was hospitalized after attempting to take his own life. According to the CDC, in the first several months of the pandemic, 1 in 5 U.S. high school students had seriously considered attempting suicide, and 9% had tried to kill themselves.\u003c/p>\n\u003cp>Since his hospitalization, Alex has been working with his therapist on finding healthy coping mechanisms for processing his traumas, like \"drawing, focusing on schoolwork and getting out into the community more.\"\u003c/p>\n\u003cp>Right now, he says he's doing \"pretty good. I'm stressed, but I'm a high school student, so that's inevitable. I'm working on my trauma, but trauma processing is all your life. You just learn new ways to cope with it.\"\u003c/p>\n\u003ch3>\u003cstrong>Daniela Rivera, 17: \"I just lost all motivation\"\u003c/strong>\u003c/h3>\n\u003cp>Daniela Rivera enjoys learning, and she likes being in school – but not so much when she doesn't understand the material, which was what made school during the pandemic so hard for her. In March 2020, Daniela was in her freshman year of high school in Cottonwood, Ariz. At first, her school's remote learning option didn't include live instruction, just packets of optional work – which Daniela didn't do.\u003c/p>\n\u003cp>That fall, her school began using online lessons from an educational company. Daniela found herself alone in her room, clicking through hours of pre-recorded videos with no actual teacher.\u003c/p>\n\u003cp>\"I didn't get a lot of things. I gave up completely,\" Daniela says. \"Every day I'd just stay in my bed. I'd wake up...be on school in my bed and just get up to go eat.\"\u003c/p>\n\u003cp>Her motivation for schoolwork instantly changed. \"I was behind in all my classes. I would play [remote learning] videos...and go out to the living room and talk to my mom while the video is playing. I come in, like, 30 minutes later and the video is still playing. I just lost all motivation.\"\u003c/p>\n\u003cp>\"[The pandemic] got me into the mindset where, like, I'm just trapped in this house and I can't do nothing. And like, I have stuff I could do outside, but I just felt like I couldn't even open the front door.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/su7103a3.htm?s_cid=su7103a3_w\">According to the CDC\u003c/a>, nearly 2 in 5 teens reported experiencing poor mental health during the pandemic. That's something Daniela struggled with, too. In the evenings, she would FaceTime her boyfriend, and they would talk about how the days were starting to blur together.\u003c/p>\n\u003cp>She had a part-time job as a hostess at a restaurant on the weekends, and that job made it hard to maintain her friendships because all her friends worked weekday shifts.\u003c/p>\n\u003cp>When her school started offering a hybrid option partway through the fall semester of her sophomore year, in 2020, Daniela was excited. But it wasn't the same. Her lessons were still the same pre-recorded videos. She would sit in a classroom all day, separated from other students by a row of desks, with a single teacher to supervise her as she watched from a laptop.\u003c/p>\n\u003cp>Being back in school didn't make it any easier to keep in touch with her friends – they chose to stay fully online so they could keep their jobs.\u003c/p>\n\u003cp>\"[I'm] definitely sad because they... went from being one of the closest people to me to becoming a stranger. I don't know how they are, I don't know what they're doing, I don't know what's happened in their life.\"\u003c/p>\n\u003cp>Things got better as school permanently transitioned back to regular, in-person learning in spring 2021. But returning to business-as-usual has made Daniela realize how much she changed over the pandemic. \"I've always been a shy, quiet person. But I feel like even now, I'm quieter and shyer than usual.\"\u003c/p>\n\u003cp>She also noticed words don't seem to roll off her tongue as easily as they used to, especially when she's called on in class. \"My fear of public speaking has gotten worse in all this because I haven't been, like, speaking out loud to anyone.\"\u003c/p>\n\u003cp>One thing she's grateful for: The past two years gave her time and space to get to know herself better. In pandemic isolation, she discovered that she loves to go fishing with her boyfriend, and she's now a big fan of indie music.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I know who I am now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+high+school+students+talk+mental+health+and+how+the+pandemic+changed+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At this point in the pandemic, American teens have spent a significant chunk of their formative years isolated from friends and in fractured learning environments. More than 2 in 5 teens have reported persistently feeling sad or hopeless, according to a new Centers for Disease Control and Prevention \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/pdfs/su7103a1-a5-H.pdf\">survey of high school students\u003c/a>. Many who were already struggling with trauma or mental health problems before the pandemic were deeply affected by the prolonged isolation.\u003c/p>\n\u003cp>But young people have also shown grace and resilience as they dealt with the challenges of COVID-19. NPR spoke to four high school students who marked the pandemic's two year anniversary with a newfound sense of self, and big dreams for the future.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: 1-800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>Ruby, 17: \"I left a toxic friendship, I explored myself more.\"\u003c/strong>\u003c/h3>\n\u003cp>By the time the pandemic closed her school in March 2020, Ruby had already spent weeks trying to ignore her mom's warnings about COVID-19. Her mom is Chinese, and their relatives back in China had been updating her on the virus' spread since its early days. Ruby says when her spring break got extended, her mom told her: \"Oh yeah, you won't be going back to school anytime soon.\"\u003c/p>\n\u003cp>At first, remote learning heightened a lot of the anxieties Ruby already felt about her Minnetonka, Minn. high school. She transferred there in the fall of 2019 and was struggling to feel like she fit in because many of her new classmates came from wealthier families. NPR isn't using Ruby's last name to protect her privacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was just something I was worrying about constantly,\" she said. \"I was afraid to even move in class. I was just, like, sitting there, and I did not move because I was so anxious about what they were thinking about me.\"\u003c/p>\n\u003cp>When school went online, Ruby, then a freshman, was self-conscious about showing her house on camera. She also had a hard time finding a quiet place to concentrate as her two siblings also switched to remote learning – she would often lose focus during Zoom class. During remote school, she says, \"I didn't learn anything.\"\u003c/p>\n\u003cp>Ruby wasn't the only one. In the first several months of the pandemic, two-thirds of U.S. students in grades nine through 12 \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/su7103a5.htm?s_cid=su7103a5_w\">told the CDC\u003c/a> reported difficulty completing their schoolwork.\u003c/p>\n\u003cp>One upside to remote school was that it put some distance between Ruby and a friendship that she describes as toxic.\u003c/p>\n\u003cp>\"She was the only person I really knew, so I kind of felt safe around her,\" Ruby explains. \"But at the same time, I didn't really feel so safe because the people who she hung out with were not my people.\"\u003c/p>\n\u003cp>Things changed for the better during Ruby's sophomore year, when her school transitioned to hybrid learning and she decided to leave that friendship. She started to nurture relationships with the three people who are now her best friends.\u003c/p>\n\u003cp>\"I left a toxic friendship, I explored myself more.\" she says. \"I would say [the pandemic] has definitely made me a stronger person.\"\u003c/p>\n\u003ch3>\u003cstrong>Teja, 18: \"The lack of structure just led to me becoming obsessive.\"\u003c/strong>\u003c/h3>\n\u003cp>When her Seattle high school closed in March 2020, Teja's world started to disintegrate. Her jazz choir trip and swim practices were canceled, her clubs were confined to Zoom meetings and her entire life was condensed to her family's home.\u003c/p>\n\u003cp>Teja, then a sophomore, had been diagnosed with anorexia during her freshman year of high school and when the pandemic hit, she was in recovery. NPR isn't using her last name to protect her privacy around her anorexia.\u003c/p>\n\u003cp>\"School was a huge motivator for me, for... staying on track for recovery because school is something I love. I love to learn. It's really important to me and that was only possible if I was eating,\" Teja says. \"And then all of a sudden school was canceled.\"\u003c/p>\n\u003cp>Those early months of the pandemic were extremely destabilizing for Teja, and for other teenaged girls with eating disorders. The \u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/wr/mm7108e2.htm\">CDC found\u003c/a> the proportion of emergency room visits for eating disorders increased among adolescent girls in 2020 and 2021.\u003c/p>\n\u003cp>Teja relapsed, and her family noticed. After a difficult conversation with her dad about how she might have to go to the hospital, Teja called a friend who talked her down. \"She was like, 'It's not fair to frighten you, but on the other hand, that is the reality.' \"\u003c/p>\n\u003cp>She says the conversation was a wake-up call.\u003c/p>\n\u003cp>\"I realized the only way I would be happy and have structure is if I created that for myself. So I made a schedule and I set goals,\" Teja says.\u003c/p>\n\u003cp>In the summer of 2020, she started going on daily walks with her dog, planning outdoor meetups with friends and writing music on a regular basis – all in addition to regular meetings with her psychiatrist. Eventually, she was healthy enough to attend outdoor swim team practices in nearby Lake Washington.\u003c/p>\n\u003cp>\"It was a lot of fun to be back in the water again and be back with my teammates. So those things kind of helped ground me with why I wanted to continue in recovery.\"\u003c/p>\n\u003cp>But that grounding didn't last long. When remote learning continued into her junior year, in fall 2020, she says, \"I just became really anxious about school in a way that I hadn't really been before.\"\u003c/p>\n\u003cp>\"I'm very perfectionistic,\" Teja explains, \"and the lack of structure just led to me becoming obsessive.\"\u003c/p>\n\u003cp>The things that usually brought her joy, like practicing with the jazz choir, didn't feel the same without her classmates singing by her side. \"I think the primary thing was the isolation. There was no one to catch me from spiraling.\"\u003c/p>\n\u003cp>In the fall of 2020, Teja's anxiety was getting worse. That's when the seizures started – sometimes more than 10 a day. \"I couldn't leave the house,\" she says.\u003c/p>\n\u003cp>Three weeks after her first seizure, she was diagnosed with a \u003ca href=\"https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Functional-Neurologic-Disorder\">rare neurological disorder\u003c/a> called Functional Neurologic Disorder that can be triggered by things like anxiety, stress and trauma.\u003c/p>\n\u003cp>\"That was a really, really hard couple of months because I couldn't do anything. You couldn't see friends without having seizures. My friends had my parents on speed dial for when I'd have seizures on Zoom.\"\u003c/p>\n\u003cp>She and her family had to go all the way to Colorado to find treatment in February 2021 – and the treatment helped. She started having fewer seizures, and this past fall, she returned to in-person classes for the first time since the pandemic started. She says being back at school has been strange, but good.\u003c/p>\n\u003cp>\"On my first day of school, my schedule was messed up and I was like, this is such an unusual experience. Like, it's been so long since I've had an issue as small as like, 'Oh, my schedule's wrong.' \"\u003c/p>\n\u003cp>Teja also got to return to some of the activities she loves most. She says getting back to some sense of normalcy has helped her recover from everything she went through during the pandemic.\u003c/p>\n\u003cp>\"I was able to do a live production of \u003cem>Alice in Wonderland\u003c/em>. And that, to me, was the first time I was like: It is important that I am here. Like, if I were to get sick and I couldn't be here, it would matter. And that was the first time in my high school experience that I felt that way.\"\u003c/p>\n\u003ch3>\u003cstrong>Alex, 16:\u003c/strong> \u003cstrong>\"I was asking myself, 'Am I a male? I don't look like the typical guy.' \"\u003c/strong>\u003c/h3>\n\u003cp>Pandemic isolation was a mixed bag for Alex, who lives in northern Minnesota.\u003c/p>\n\u003cp>On the one hand, the isolation worsened a lot of the struggles he was already having around mental health. Alex, now a junior, had been sexually abused in middle school, and was later diagnosed with anxiety, depression and PTSD. NPR isn't using Alex's last name to protect his privacy as a minor.\u003c/p>\n\u003cp>He hoped being quarantined at home would make him feel safer and less paranoid. But it didn't.\u003c/p>\n\u003cp>\"Honestly, if anything, it made it worse,\" he says. He felt trapped, and he constantly worried his abuser would find him.\u003c/p>\n\u003cp>Sitting at home, Alex had a lot of time to think. He started to look deeper into questions he had about his gender identity. \"I was asking myself, 'Am I a male? I don't look like the typical guy. I don't act like the other trans people I see online or in school,' \" he recalls.\u003c/p>\n\u003cp>After months of contemplation, he began identifying as trans masculine.\u003c/p>\n\u003cp>Then, in spring 2020, at the end of his freshman year, he started seeing a new therapist via telehealth appointments, which he liked better than in-person therapy. He was able to do therapy from the safety of his bed. \"You have all your comfort items right there.\"\u003c/p>\n\u003cp>It helped him open up in a new way.\u003c/p>\n\u003cp>\"I kinda just started getting braver. I started expressing what I was feeling,\" he explains.\u003c/p>\n\u003cp>\"It was like Jenga. Once one thing fell, everything else started falling. There was just kind of like word vomit.\"\u003c/p>\n\u003cp>In the fall of 2020, Alex started his sophomore year in-person, at a new school. \"I was basically like, 'Look, it's a new start.' \"\u003c/p>\n\u003cp>He reconnected with an old friend, who quickly became his best friend. \"We're at the point where we could just sit in silence and one of us would randomly start laughing, and the other person would know what we're laughing at already,\" he says. They like to hang out and do each others' makeup – Alex enjoys cosplaying.\u003c/p>\n\u003cp>But recovery isn't always a straight line. In October 2021, Alex was hospitalized after attempting to take his own life. According to the CDC, in the first several months of the pandemic, 1 in 5 U.S. high school students had seriously considered attempting suicide, and 9% had tried to kill themselves.\u003c/p>\n\u003cp>Since his hospitalization, Alex has been working with his therapist on finding healthy coping mechanisms for processing his traumas, like \"drawing, focusing on schoolwork and getting out into the community more.\"\u003c/p>\n\u003cp>Right now, he says he's doing \"pretty good. I'm stressed, but I'm a high school student, so that's inevitable. I'm working on my trauma, but trauma processing is all your life. You just learn new ways to cope with it.\"\u003c/p>\n\u003ch3>\u003cstrong>Daniela Rivera, 17: \"I just lost all motivation\"\u003c/strong>\u003c/h3>\n\u003cp>Daniela Rivera enjoys learning, and she likes being in school – but not so much when she doesn't understand the material, which was what made school during the pandemic so hard for her. In March 2020, Daniela was in her freshman year of high school in Cottonwood, Ariz. At first, her school's remote learning option didn't include live instruction, just packets of optional work – which Daniela didn't do.\u003c/p>\n\u003cp>That fall, her school began using online lessons from an educational company. Daniela found herself alone in her room, clicking through hours of pre-recorded videos with no actual teacher.\u003c/p>\n\u003cp>\"I didn't get a lot of things. I gave up completely,\" Daniela says. \"Every day I'd just stay in my bed. I'd wake up...be on school in my bed and just get up to go eat.\"\u003c/p>\n\u003cp>Her motivation for schoolwork instantly changed. \"I was behind in all my classes. I would play [remote learning] videos...and go out to the living room and talk to my mom while the video is playing. I come in, like, 30 minutes later and the video is still playing. I just lost all motivation.\"\u003c/p>\n\u003cp>\"[The pandemic] got me into the mindset where, like, I'm just trapped in this house and I can't do nothing. And like, I have stuff I could do outside, but I just felt like I couldn't even open the front door.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/71/su/su7103a3.htm?s_cid=su7103a3_w\">According to the CDC\u003c/a>, nearly 2 in 5 teens reported experiencing poor mental health during the pandemic. That's something Daniela struggled with, too. In the evenings, she would FaceTime her boyfriend, and they would talk about how the days were starting to blur together.\u003c/p>\n\u003cp>She had a part-time job as a hostess at a restaurant on the weekends, and that job made it hard to maintain her friendships because all her friends worked weekday shifts.\u003c/p>\n\u003cp>When her school started offering a hybrid option partway through the fall semester of her sophomore year, in 2020, Daniela was excited. But it wasn't the same. Her lessons were still the same pre-recorded videos. She would sit in a classroom all day, separated from other students by a row of desks, with a single teacher to supervise her as she watched from a laptop.\u003c/p>\n\u003cp>Being back in school didn't make it any easier to keep in touch with her friends – they chose to stay fully online so they could keep their jobs.\u003c/p>\n\u003cp>\"[I'm] definitely sad because they... went from being one of the closest people to me to becoming a stranger. I don't know how they are, I don't know what they're doing, I don't know what's happened in their life.\"\u003c/p>\n\u003cp>Things got better as school permanently transitioned back to regular, in-person learning in spring 2021. But returning to business-as-usual has made Daniela realize how much she changed over the pandemic. \"I've always been a shy, quiet person. But I feel like even now, I'm quieter and shyer than usual.\"\u003c/p>\n\u003cp>She also noticed words don't seem to roll off her tongue as easily as they used to, especially when she's called on in class. \"My fear of public speaking has gotten worse in all this because I haven't been, like, speaking out loud to anyone.\"\u003c/p>\n\u003cp>One thing she's grateful for: The past two years gave her time and space to get to know herself better. In pandemic isolation, she discovered that she loves to go fishing with her boyfriend, and she's now a big fan of indie music.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I know who I am now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+high+school+students+talk+mental+health+and+how+the+pandemic+changed+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "After a surge in ninth graders held back, schools step up support",
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"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When high schools in Gwinnett County, Georgia opened their doors last fall, many more freshmen than usual walked in.\u003c/p>\n\u003cp>The main reason? Many ninth graders didn’t earn enough course credits to move on to 10th grade last year, officials say. While the district has seen its freshman class hover between 15,300 and 15,600 in recent years, this year’s class numbered more than 16,800.\u003c/p>\n\u003cp>“We understand, with that increase we saw in terms of the number of students who were not successful in terms of ninth grade promotion, that we need to double down on our efforts to get them on track,” said T. Nakia Towns, the district’s deputy superintendent. “It’s our highest priority.”\u003c/p>\n\u003cp>Many districts across the country have seen a similar spike in their freshmen class this school year. While some expected a bigger class because of higher birth rates — along with some continued pandemic-related school mobility — many school officials say the big driver is the larger-than-usual share of ninth graders who were held back.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thirteen states, including Georgia, saw at least a 5% increase in their ninth grade class this past fall, according to data across 34 states provided by Burbio, a private company tracking school enrollment. The freshman class shot up by 10% or more in Arkansas, Maryland, New Mexico, North Carolina, and West Virginia.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/8/22923631/ninth-grade-credit-recovery-high-school-graduation-pandemic\" target=\"_blank\" rel=\"noopener noreferrer\">Coupled with other state data\u003c/a> showing more ninth graders are off-track to graduate in four years, the data raise questions about whether schools will be able to help this larger group of struggling ninth graders catch up. Already, some school districts are pouring money and staff into new efforts to get these students back on track.\u003c/p>\n\u003cp>“If we don’t do something to intervene right now, and with urgency, we could see that play out three years later in ways that would not be good for kids and for families,” Towns said. “We’re determined not to let that happen.”\u003c/p>\n\u003cp>That scenario is playing out in Fort Worth schools in Texas, where about 990 of 7,300 freshmen were repeating the grade this past fall. Those students pushed ninth grade enrollment beyond where it’s been in recent years — typically between 6,300 and 7,000 students.\u003c/p>\n\u003cp>To respond, the district added two required reading classes for struggling ninth graders that offer extra time to practice foundational skills students missed out on in middle school during the pandemic.\u003c/p>\n\u003cp>Fort Worth also placed a “freshman success” coach at each of its high schools, \u003ca class=\"Link\" href=\"https://www.fwisd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=1326&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=92184&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">part of a new initiative\u003c/a> funded with federal COVID relief dollars. The 23 coaches, along with teachers, pay particularly close attention to ninth graders’ academics, attendance, and emotional well-being, and work intensively with a smaller group of students who need it most.\u003c/p>\n\u003cp>Marcey Sorensen, the district’s chief academic officer, says staffers are looking for warning signs earlier and intervening sooner. If a ninth grader fails a class in the first semester, they’re targeted for credit recovery in the second semester, instead of over the summer. The thinking is rooted in \u003ca class=\"Link\" href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\" target=\"_blank\" rel=\"noopener noreferrer\">research that has shown\u003c/a> ninth graders who fail even one core class are much less likely to graduate within four years.\u003c/p>\n\u003cp>“That feels a lot like being a warm demander,”\u003cb> \u003c/b>Sorensen said. “It’s when there is an adult that is connected to a child to say: ‘You have to be on \u003ca class=\"Link\" href=\"https://www.edgenuity.com/products-and-services/credit-recovery/\" target=\"_blank\" rel=\"noopener noreferrer\">Edgenuity\u003c/a>’ or ‘You have to go to credit recovery,’ or ‘I’m checking and monitoring your attendance and it is at this percentage,’ or ‘I’m taking you to the counselor.’”\u003c/p>\n\u003cp>So far this year, just over a quarter of the freshmen who were repeating the grade have moved up to 10th grade, or some 280 students.\u003c/p>\n\u003cp>Gwinnett County is trying to take a more proactive approach, too. For example, ninth graders who failed a core class in their first semester were assigned a “power hour” class in January so they could work on making up that half-credit. The district is also offering 30 minutes a day of intensive tutoring to ninth graders — math and science are the big needs — and paying teachers extra to work with students after school and on Saturdays.\u003c/p>\n\u003cp>The idea is “stopping in the middle of the year and saying: ‘Let’s actually remediate right now,’” Towns said, “instead of waiting until the end and digging a bigger hole for kids to get out of.”\u003c/p>\n\u003cp>State data show the district’s freshman class dipped by some 570 students this spring, after some ninth graders successfully moved up to 10th grade.\u003c/p>\n\u003cp>In Allentown, Pennsylvania, schools started with 450 more freshmen than the prior year, about 300 of whom were repeat ninth graders.\u003c/p>\n\u003cp>This year, the district added more credit recovery classes staffed by teachers during the school day and after school. Officials also revamped the summer bridge program that prepares rising ninth graders for high school. In the past, the program had been shorter and poorly attended, but this year the district lengthened it and saw a big increase in participation. Officials plan to run it again this summer.\u003c/p>\n\u003cp>“We knew the needs that we were going to get,” said Brandy Sawyer, who oversees secondary education for the district. “It was a big transition. These kids weren’t in school for a full year since fifth grade and here they are, ninth graders.”\u003c/p>\n\u003cp>So far, the district has seen 55 repeat ninth graders move up to 10th grade — more than four times the number who moved up last year.\u003c/p>\n\u003cp>Houston ISD in Texas is offering more vacation “boot camps” to struggling ninth graders. In the past, the district paid teachers to offer that extra help only at select schools, but all schools could offer the program this year.\u003c/p>\n\u003cp>Principal Orlando Reyna, who heads Austin High School, says that strategy prevents students from getting bogged down by make-up classes.\u003c/p>\n\u003cp>“Those credit recovery boot camps are a way to keep our students on track,” Reyna said. “We want to be able to keep their schedules as open as possible to be able to serve them better.”\u003c/p>\n\u003cp>That support comes as the district enrolled 17,700 ninth graders this past fall, up from 15,000 to 16,300 in recent years. Connie Smith, who oversees high school curriculum for the district, estimates that around 12% of those students were repeating the grade, often after they missed class to work or because they got sick or exposed to COVID. The district also saw an uptick in ninth graders due to the arrival of unaccompanied minors from Central America and refugees from Haiti, who have their own particular needs.\u003c/p>\n\u003cp>The district has been urging students to earn credits over the summer to build “cushion” into their schedules later if they have to retake a class.\u003c/p>\n\u003cp>“I’m feeling hopeful,” Smith said. “They are moving in the right direction.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When high schools in Gwinnett County, Georgia opened their doors last fall, many more freshmen than usual walked in.\u003c/p>\n\u003cp>The main reason? Many ninth graders didn’t earn enough course credits to move on to 10th grade last year, officials say. While the district has seen its freshman class hover between 15,300 and 15,600 in recent years, this year’s class numbered more than 16,800.\u003c/p>\n\u003cp>“We understand, with that increase we saw in terms of the number of students who were not successful in terms of ninth grade promotion, that we need to double down on our efforts to get them on track,” said T. Nakia Towns, the district’s deputy superintendent. “It’s our highest priority.”\u003c/p>\n\u003cp>Many districts across the country have seen a similar spike in their freshmen class this school year. While some expected a bigger class because of higher birth rates — along with some continued pandemic-related school mobility — many school officials say the big driver is the larger-than-usual share of ninth graders who were held back.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thirteen states, including Georgia, saw at least a 5% increase in their ninth grade class this past fall, according to data across 34 states provided by Burbio, a private company tracking school enrollment. The freshman class shot up by 10% or more in Arkansas, Maryland, New Mexico, North Carolina, and West Virginia.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/8/22923631/ninth-grade-credit-recovery-high-school-graduation-pandemic\" target=\"_blank\" rel=\"noopener noreferrer\">Coupled with other state data\u003c/a> showing more ninth graders are off-track to graduate in four years, the data raise questions about whether schools will be able to help this larger group of struggling ninth graders catch up. Already, some school districts are pouring money and staff into new efforts to get these students back on track.\u003c/p>\n\u003cp>“If we don’t do something to intervene right now, and with urgency, we could see that play out three years later in ways that would not be good for kids and for families,” Towns said. “We’re determined not to let that happen.”\u003c/p>\n\u003cp>That scenario is playing out in Fort Worth schools in Texas, where about 990 of 7,300 freshmen were repeating the grade this past fall. Those students pushed ninth grade enrollment beyond where it’s been in recent years — typically between 6,300 and 7,000 students.\u003c/p>\n\u003cp>To respond, the district added two required reading classes for struggling ninth graders that offer extra time to practice foundational skills students missed out on in middle school during the pandemic.\u003c/p>\n\u003cp>Fort Worth also placed a “freshman success” coach at each of its high schools, \u003ca class=\"Link\" href=\"https://www.fwisd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=1326&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=92184&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">part of a new initiative\u003c/a> funded with federal COVID relief dollars. The 23 coaches, along with teachers, pay particularly close attention to ninth graders’ academics, attendance, and emotional well-being, and work intensively with a smaller group of students who need it most.\u003c/p>\n\u003cp>Marcey Sorensen, the district’s chief academic officer, says staffers are looking for warning signs earlier and intervening sooner. If a ninth grader fails a class in the first semester, they’re targeted for credit recovery in the second semester, instead of over the summer. The thinking is rooted in \u003ca class=\"Link\" href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\" target=\"_blank\" rel=\"noopener noreferrer\">research that has shown\u003c/a> ninth graders who fail even one core class are much less likely to graduate within four years.\u003c/p>\n\u003cp>“That feels a lot like being a warm demander,”\u003cb> \u003c/b>Sorensen said. “It’s when there is an adult that is connected to a child to say: ‘You have to be on \u003ca class=\"Link\" href=\"https://www.edgenuity.com/products-and-services/credit-recovery/\" target=\"_blank\" rel=\"noopener noreferrer\">Edgenuity\u003c/a>’ or ‘You have to go to credit recovery,’ or ‘I’m checking and monitoring your attendance and it is at this percentage,’ or ‘I’m taking you to the counselor.’”\u003c/p>\n\u003cp>So far this year, just over a quarter of the freshmen who were repeating the grade have moved up to 10th grade, or some 280 students.\u003c/p>\n\u003cp>Gwinnett County is trying to take a more proactive approach, too. For example, ninth graders who failed a core class in their first semester were assigned a “power hour” class in January so they could work on making up that half-credit. The district is also offering 30 minutes a day of intensive tutoring to ninth graders — math and science are the big needs — and paying teachers extra to work with students after school and on Saturdays.\u003c/p>\n\u003cp>The idea is “stopping in the middle of the year and saying: ‘Let’s actually remediate right now,’” Towns said, “instead of waiting until the end and digging a bigger hole for kids to get out of.”\u003c/p>\n\u003cp>State data show the district’s freshman class dipped by some 570 students this spring, after some ninth graders successfully moved up to 10th grade.\u003c/p>\n\u003cp>In Allentown, Pennsylvania, schools started with 450 more freshmen than the prior year, about 300 of whom were repeat ninth graders.\u003c/p>\n\u003cp>This year, the district added more credit recovery classes staffed by teachers during the school day and after school. Officials also revamped the summer bridge program that prepares rising ninth graders for high school. In the past, the program had been shorter and poorly attended, but this year the district lengthened it and saw a big increase in participation. Officials plan to run it again this summer.\u003c/p>\n\u003cp>“We knew the needs that we were going to get,” said Brandy Sawyer, who oversees secondary education for the district. “It was a big transition. These kids weren’t in school for a full year since fifth grade and here they are, ninth graders.”\u003c/p>\n\u003cp>So far, the district has seen 55 repeat ninth graders move up to 10th grade — more than four times the number who moved up last year.\u003c/p>\n\u003cp>Houston ISD in Texas is offering more vacation “boot camps” to struggling ninth graders. In the past, the district paid teachers to offer that extra help only at select schools, but all schools could offer the program this year.\u003c/p>\n\u003cp>Principal Orlando Reyna, who heads Austin High School, says that strategy prevents students from getting bogged down by make-up classes.\u003c/p>\n\u003cp>“Those credit recovery boot camps are a way to keep our students on track,” Reyna said. “We want to be able to keep their schedules as open as possible to be able to serve them better.”\u003c/p>\n\u003cp>That support comes as the district enrolled 17,700 ninth graders this past fall, up from 15,000 to 16,300 in recent years. Connie Smith, who oversees high school curriculum for the district, estimates that around 12% of those students were repeating the grade, often after they missed class to work or because they got sick or exposed to COVID. The district also saw an uptick in ninth graders due to the arrival of unaccompanied minors from Central America and refugees from Haiti, who have their own particular needs.\u003c/p>\n\u003cp>The district has been urging students to earn credits over the summer to build “cushion” into their schedules later if they have to retake a class.\u003c/p>\n\u003cp>“I’m feeling hopeful,” Smith said. “They are moving in the right direction.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>State-based preschool programs suffered big drops in enrollment and state funding in the teeth of the pandemic, according to an \u003ca href=\"https://nieer.org/wp-content/uploads/2022/04/YB2021_Full_Report.pdf\">annual review\u003c/a> by the National Institute for Early Education Research (NIEER) at Rutgers University. If there is good news in the report, it's that, during the 2020-2021 school year, federal relief money filled the hole left by states' spending cuts.\u003c/p>\n\u003cp>\"There is no time to waste. State-funded programs desperately need the resources to address pervasive problems in access to high-quality early learning and to support teachers,\" says Allison Friedman-Krauss, NIEER assistant research professor and the parent of a preschooler.\u003c/p>\n\u003cp>NIEER has been releasing its annual State of Preschool report for two decades now, and this year's edition, looking at the 2020-2021 school year, offers a remarkable, albeit dated, snapshot of the pandemic's impact on preschool in the U.S.\u003c/p>\n\u003cp>The review is a blizzard of swirling data points, so we thought we'd start by handpicking a few of the most compelling numbers.\u003c/p>\n\u003ch3>Pre-K enrollment declined for the first time in 20 years\u003c/h3>\n\u003cp>According to the report, nearly 300,000 fewer children were enrolled in preschool during the 2020-2021 school year compared to 2019-2020 – an 18% drop. Given the timeframe, researchers attribute the drop largely to pandemic-driven school closures and the challenges of providing preschool remotely. On average, states wound up serving less than 30% of all 4-year-olds. The news was worse for 3-year-olds: States served less than 5%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The pandemic wiped out a decade of progress increasing enrollment in state-funded preschool programs,\" the report warns.\u003c/p>\n\u003ch3>Some states cut funding, but Congress plugged the gap\u003c/h3>\n\u003cp>States spent roughly $9 billionon pre-K during the 2020-2021 school year – an inflation-adjusted decrease of $254 million compared to the previous year and \"the largest decline in funding since the Great Recession,\" according to the report.\u003c/p>\n\u003cp>Now the good news: The federal government provided roughly $440 million in preschool pandemic relief that states were able to use to more than offset that $254 million drop.\u003c/p>\n\u003cp>States spent $5,867 per child, on average, a number that NIEER says \"has not improved appreciably in two decades\" after adjusting for inflation.\u003c/p>\n\u003cp>One caveat: This is an estimate, based not on programs' actual enrollment but on capacity. That's because with funding largely flat overall but enrollment significantly down, states actually spent more than $7,000 per child. But NIEER says measuring programs' spending based on capacity last year, instead of actual enrollment, is a more accurate comparison to previous years.\u003c/p>\n\u003cp>Similarly, the report notes that, overall, state spending on preschool has more than doubled over the last two decades, from $4.1 billion in 2002 to roughly $9 billion in 2021. But when you slice the data another way, looking at state dollars \u003cem>per child\u003c/em>, spending has been remarkably flat.\u003c/p>\n\u003cp>\"I can tell you, preschool matters,\" said U.S. Education Secretary Miguel Cardona on a Monday call with reporters. \"Preschool should be available for everyone, but right now it's not. We made some strides as a nation, but we still have a long way to go.\"\u003c/p>\n\u003ch3>Low-income families were hit hardest\u003c/h3>\n\u003cp>Perhaps the most worrying data in the report come from parent surveys that capture the pandemic's impact on preschool enrollment based on family income.\u003c/p>\n\u003cp>Before the pandemic, nearly half of low-income children, 47%, were enrolled in some kind of preschool. By fall of 2021, though, that number had dipped to 31%. By comparison, before the pandemic, 62% of children from families with incomes above $25,000 were enrolled in preschool, and, though that number likewise dropped, by fall 2021 it had returned to 58%.\u003c/p>\n\u003ch3>In six states, enrollment dropped by more than 30%\u003c/h3>\n\u003cp>The report includes a color-coded map showing which states suffered the greatest drops in preschool enrollment: Alaska, Arizona, California, Connecticut, Kentucky and Nevada.\u003c/p>\n\u003cp>Interestingly, half a dozen states saw enrollment increases: Kansas, Massachusetts, Minnesota, North Dakota, Rhode Island and Washington.\u003c/p>\n\u003ch3>Some states were close to universal pre-K before the pandemic\u003c/h3>\n\u003cp>When you combine state preschool, special education and federally funded Head Start programs, NIEER found six states, plus Washington, D.C., were serving at least 70% of their 4-year-olds before the pandemic began: Florida, Iowa, Oklahoma, Vermont, West Virginia and Wisconsin. Only D.C. continued to serve more than 70% of 4-year-olds in 2020-2021.\u003c/p>\n\u003cp>Idaho, Indiana, Montana, New Hampshire, South Dakota and Wyoming did not offer a public preschool program during the 2020-2021 school year.\u003c/p>\n\u003ch3>Enough about quantity, what about quality?\u003c/h3>\n\u003cp>NIEER's annual review isn't just about enrollment and funding; it's also about quality control. Researchers evaluate every state using 10 benchmarks of quality, including whether they have early learning standards, small class sizes and well-trained teachers.\u003c/p>\n\u003cp>Just five state programs scored a perfect 10 out of 10: Alabama, Mississippi, Rhode Island, Hawaii's Executive Office on Early Learning Public Prekindergarten Program and Michigan's Great Start Readiness Program.\u003c/p>\n\u003cp>West Virginia is one of a handful of state programs that scored between nine and a 10.\u003c/p>\n\u003cp>\"West Virginia has now become the diamond in the rough that everybody missed,\" said the state's Republican governor, Jim Justice, on a phone call with reporters discussing the NIEER report. West Virginia's Universal Pre-K program operates in every county in the state and met nine of NIEER's 10 quality benchmarks. Justice called investing in preschool \"off-the-charts important.\"\u003c/p>\n\u003cp>\"I don't care if you're a Republican, a Democrat, an Independent – first and foremost, we're Americans. And we need to be constantly doing the right thing for America,\" Justice said.\u003c/p>\n\u003cp>At the other end of the spectrum, programs in Alaska, Florida and North Dakota met just two of NIEER's 10 quality benchmarks.\u003c/p>\n\u003cp>About 40% of all children in state-funded preschool are enrolled in programs that meet fewer than half of NIEER's quality standards.\u003c/p>\n\u003ch3>Whatever happened to President Biden's big preschool plan?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>NIEER's review lands at an awkward moment for the Biden administration. The president is an outspoken champion of universal preschool and made the idea a central theme of his Build Back Better agenda, \u003ca href=\"https://www.ffyf.org/faq-on-the-child-care-and-preschool-provisions-in-the-build-back-better-act/\">pledging $10 billion over the next two years\u003c/a> to ramp up states' pre-K capacity. That legislation has been stalled for months in the Senate, though Biden did also ask for additional pre-K funding in his \u003ca href=\"https://www.npr.org/2022/03/28/1089144412/biden-budget-fiscal-2023\">2023 budget proposal\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+pandemic+erased+a+decade+of+public+preschool+gains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>State-based preschool programs suffered big drops in enrollment and state funding in the teeth of the pandemic, according to an \u003ca href=\"https://nieer.org/wp-content/uploads/2022/04/YB2021_Full_Report.pdf\">annual review\u003c/a> by the National Institute for Early Education Research (NIEER) at Rutgers University. If there is good news in the report, it's that, during the 2020-2021 school year, federal relief money filled the hole left by states' spending cuts.\u003c/p>\n\u003cp>\"There is no time to waste. State-funded programs desperately need the resources to address pervasive problems in access to high-quality early learning and to support teachers,\" says Allison Friedman-Krauss, NIEER assistant research professor and the parent of a preschooler.\u003c/p>\n\u003cp>NIEER has been releasing its annual State of Preschool report for two decades now, and this year's edition, looking at the 2020-2021 school year, offers a remarkable, albeit dated, snapshot of the pandemic's impact on preschool in the U.S.\u003c/p>\n\u003cp>The review is a blizzard of swirling data points, so we thought we'd start by handpicking a few of the most compelling numbers.\u003c/p>\n\u003ch3>Pre-K enrollment declined for the first time in 20 years\u003c/h3>\n\u003cp>According to the report, nearly 300,000 fewer children were enrolled in preschool during the 2020-2021 school year compared to 2019-2020 – an 18% drop. Given the timeframe, researchers attribute the drop largely to pandemic-driven school closures and the challenges of providing preschool remotely. On average, states wound up serving less than 30% of all 4-year-olds. The news was worse for 3-year-olds: States served less than 5%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The pandemic wiped out a decade of progress increasing enrollment in state-funded preschool programs,\" the report warns.\u003c/p>\n\u003ch3>Some states cut funding, but Congress plugged the gap\u003c/h3>\n\u003cp>States spent roughly $9 billionon pre-K during the 2020-2021 school year – an inflation-adjusted decrease of $254 million compared to the previous year and \"the largest decline in funding since the Great Recession,\" according to the report.\u003c/p>\n\u003cp>Now the good news: The federal government provided roughly $440 million in preschool pandemic relief that states were able to use to more than offset that $254 million drop.\u003c/p>\n\u003cp>States spent $5,867 per child, on average, a number that NIEER says \"has not improved appreciably in two decades\" after adjusting for inflation.\u003c/p>\n\u003cp>One caveat: This is an estimate, based not on programs' actual enrollment but on capacity. That's because with funding largely flat overall but enrollment significantly down, states actually spent more than $7,000 per child. But NIEER says measuring programs' spending based on capacity last year, instead of actual enrollment, is a more accurate comparison to previous years.\u003c/p>\n\u003cp>Similarly, the report notes that, overall, state spending on preschool has more than doubled over the last two decades, from $4.1 billion in 2002 to roughly $9 billion in 2021. But when you slice the data another way, looking at state dollars \u003cem>per child\u003c/em>, spending has been remarkably flat.\u003c/p>\n\u003cp>\"I can tell you, preschool matters,\" said U.S. Education Secretary Miguel Cardona on a Monday call with reporters. \"Preschool should be available for everyone, but right now it's not. We made some strides as a nation, but we still have a long way to go.\"\u003c/p>\n\u003ch3>Low-income families were hit hardest\u003c/h3>\n\u003cp>Perhaps the most worrying data in the report come from parent surveys that capture the pandemic's impact on preschool enrollment based on family income.\u003c/p>\n\u003cp>Before the pandemic, nearly half of low-income children, 47%, were enrolled in some kind of preschool. By fall of 2021, though, that number had dipped to 31%. By comparison, before the pandemic, 62% of children from families with incomes above $25,000 were enrolled in preschool, and, though that number likewise dropped, by fall 2021 it had returned to 58%.\u003c/p>\n\u003ch3>In six states, enrollment dropped by more than 30%\u003c/h3>\n\u003cp>The report includes a color-coded map showing which states suffered the greatest drops in preschool enrollment: Alaska, Arizona, California, Connecticut, Kentucky and Nevada.\u003c/p>\n\u003cp>Interestingly, half a dozen states saw enrollment increases: Kansas, Massachusetts, Minnesota, North Dakota, Rhode Island and Washington.\u003c/p>\n\u003ch3>Some states were close to universal pre-K before the pandemic\u003c/h3>\n\u003cp>When you combine state preschool, special education and federally funded Head Start programs, NIEER found six states, plus Washington, D.C., were serving at least 70% of their 4-year-olds before the pandemic began: Florida, Iowa, Oklahoma, Vermont, West Virginia and Wisconsin. Only D.C. continued to serve more than 70% of 4-year-olds in 2020-2021.\u003c/p>\n\u003cp>Idaho, Indiana, Montana, New Hampshire, South Dakota and Wyoming did not offer a public preschool program during the 2020-2021 school year.\u003c/p>\n\u003ch3>Enough about quantity, what about quality?\u003c/h3>\n\u003cp>NIEER's annual review isn't just about enrollment and funding; it's also about quality control. Researchers evaluate every state using 10 benchmarks of quality, including whether they have early learning standards, small class sizes and well-trained teachers.\u003c/p>\n\u003cp>Just five state programs scored a perfect 10 out of 10: Alabama, Mississippi, Rhode Island, Hawaii's Executive Office on Early Learning Public Prekindergarten Program and Michigan's Great Start Readiness Program.\u003c/p>\n\u003cp>West Virginia is one of a handful of state programs that scored between nine and a 10.\u003c/p>\n\u003cp>\"West Virginia has now become the diamond in the rough that everybody missed,\" said the state's Republican governor, Jim Justice, on a phone call with reporters discussing the NIEER report. West Virginia's Universal Pre-K program operates in every county in the state and met nine of NIEER's 10 quality benchmarks. Justice called investing in preschool \"off-the-charts important.\"\u003c/p>\n\u003cp>\"I don't care if you're a Republican, a Democrat, an Independent – first and foremost, we're Americans. And we need to be constantly doing the right thing for America,\" Justice said.\u003c/p>\n\u003cp>At the other end of the spectrum, programs in Alaska, Florida and North Dakota met just two of NIEER's 10 quality benchmarks.\u003c/p>\n\u003cp>About 40% of all children in state-funded preschool are enrolled in programs that meet fewer than half of NIEER's quality standards.\u003c/p>\n\u003ch3>Whatever happened to President Biden's big preschool plan?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>NIEER's review lands at an awkward moment for the Biden administration. The president is an outspoken champion of universal preschool and made the idea a central theme of his Build Back Better agenda, \u003ca href=\"https://www.ffyf.org/faq-on-the-child-care-and-preschool-provisions-in-the-build-back-better-act/\">pledging $10 billion over the next two years\u003c/a> to ramp up states' pre-K capacity. That legislation has been stalled for months in the Senate, though Biden did also ask for additional pre-K funding in his \u003ca href=\"https://www.npr.org/2022/03/28/1089144412/biden-budget-fiscal-2023\">2023 budget proposal\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+pandemic+erased+a+decade+of+public+preschool+gains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 19, 2022 at 10:13 AM ET\u003c/strong>\u003c/div>\n\u003cp>Tonya Shonkwiler, a special education teacher in Montana, remembers the moment she realized she had to leave her last job.\u003c/p>\n\u003cp>A high school student, taller and stronger than her, who was \"working through lots of significant behaviors,\" had just hit her in the nose. She was in the hallway, holding the door shut on the student – following his behavior plan – and trying to compose herself, as her nose bled.\u003c/p>\n\u003cp>At that moment, an administrator walked by.\u003c/p>\n\u003cp>\"He's like, 'Are you OK?' I'm like 'I'm fine!' – crying and holding the door, not really communicating my needs. [Teachers are] not good at that. And he was like, 'OK!' And he just kept walking. Clearly, I'm not OK. Right? Clearly, I needed help.\"\u003c/p>\n\u003cp>The school district did not respond to requests for comment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators are taking blows from all sides, and they sometimes feel like no one is hearing them. That is the key finding of\u003ca href=\"https://www.apa.org/news/press/releases/2022/03/school-staff-violence-pandemic\"> a big, new COVID-19-era survey\u003c/a> from an American Psychological Association task force. Responses, collected between July 2020 and June 2021, came from nearly 15,000 school personnel – from psychologists to bus drivers – in all 50 states. On Thursday, Shonkwiler told her story to members of Congress and the task force briefed lawmakers.\u003c/p>\n\u003cp>As part of the survey, educators contributed around 7,000 written responses, says Ron Avi Astor, a school safety researcher at UCLA and a member of the task force.\u003c/p>\n\u003cp>\"I read every single one of those 7,000. I had to stop every 20 minutes just tearing up and crying, how powerful they were.\"\u003c/p>\n\u003cp>Here are some of the task force's key findings.\u003c/p>\n\u003cul>\n\u003cli>Overall, 59% of teachers, 58% of administrators, 48% of support staff and 38% of school psychologists and social workers reported being victimized in some way while at work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>When it came to physical violence, support staff – like school resource officers, aides and even bus drivers – were the most likely to report physical aggression. More than 99% of the aggressors were students.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Specifically, 22% of staff, 18% of school psychologists and school social workers, 15% of administrators and 14% of teachers reported acts of violence such as what Tonya Shonkwiler experienced. Notably, the survey asked about incidents during the early phases of the pandemic, when large numbers of schools were remote or hybrid. This meant less in-person contact. So the task force members believe the survey may actually understate the true prevalence of violence.\u003c/li>\n\u003c/ul>\n\u003ch3>Children act out physically when their needs aren't being met\u003c/h3>\n\u003cp>Shonkwiler, the experts and the respondents to the survey were clear that children act out physically when they have significant needs that aren't being met, perhaps because they have trouble communicating them.\u003c/p>\n\u003cp>\"Most kids aren't being violent because they're choosing to,\" says Shonkwiler. \"There is an underlying need that we have to get to.\"\u003c/p>\n\u003cp>Linda Reddy, a school psychology professor at Rutgers University, and a member of the task force, says the solution is not in punishing individuals.\u003c/p>\n\u003cp>\"Violence against teachers – it's an organizational system health problem. This is a public health issue,\" she says. The answer lies in \"training teachers and supporting teachers on how to use research-based practices.\"\u003c/p>\n\u003cp>This includes evaluating children for special education services and interventions in a timely way. As it stands, it can take months for a student who is acting out in class to get the help they need, survey respondents told the task force.\u003c/p>\n\u003cp>Then, specialists create a behavior plan, but that's just the first step. Everyone in the building needs to be trained and confident on how to follow those plans, Reddy explains. Shonkwiler says, in her experience, educators, especially in rural areas, often lack training.\u003c/p>\n\u003cp>The task force speculated that staff members, including police officers, reported experiencing violence more often than teachers precisely because they are called into tense situations and don't know the best way to de-escalate.\u003c/p>\n\u003cp>Shonkwiler and other survey respondents said the number of disruptions has gotten worse during the pandemic. Children came back to school with missed learning, rusty social skills and sometimes trauma from being in unsafe homes.\u003c/p>\n\u003cp>\"Everybody kind of had to come back and learn, 'OK, what does it mean to be a student again'?\" Shonkwiler says.\u003c/p>\n\u003ch3>Verbal aggression is more likely to come from parents\u003c/h3>\n\u003cp>Verbal aggression, the task force members agreed, is in some ways an even tougher issue to manage. That's because it's very often coming from parents.\u003c/p>\n\u003cp>The survey's definition of verbal aggression goes far beyond an unpleasant conversation. It asked about threats, slurs, bullying, online harassment and sexual harassment.\u003c/p>\n\u003cp>Administrators were the ones most often caught in the crossfire: 42% said they experienced this behavior from parents, while 37% said they got it from students.\u003c/p>\n\u003cp>Meanwhile, 33% of teachers reported verbal aggression from students, and 29% from parents.\u003c/p>\n\u003cp>Sara Foppiano, a high school teacher in Washington state who was not part of the survey, says the hostility from parents and other community members is the worst she's seen in a decade of teaching.\u003c/p>\n\u003cp>\"I don't get paid enough to put up with this kind of verbal abuse,\" she says. \"I don't know how much longer I can really exist in a space where I'm constantly being attacked, but I also need to do you know, 'the customer is always right' kind of response and just sit and take it because I'm a teacher.\"\u003c/p>\n\u003cp>She thinks Zoom school made things worse, because parents can walk by, overhear and take things out of context. \"It's like they're looking over my shoulder and auditing how I do my job.\"\u003c/p>\n\u003cp>A parent complained about her Black Lives Matter t-shirt. Parents rejected her requests that students follow the mask policy. Another parent berated her on the phone for more than 20 minutes after she called to do a routine welfare check on a student who wasn't handing in assignments.\u003c/p>\n\u003cp>\"After that phone call, I went and cried in a colleague's office for a little while. And then when I got back to my classroom, I had a missed call from my administrator because that parent had then hung up with me and immediately called the administrator to report me for targeting their child.\"\u003c/p>\n\u003cp>Reddy, at Rutgers, observes that everyone in the school community is carrying a lot of stress right now, and teachers and administrators may be ending up as dumping grounds.\u003c/p>\n\u003cp>\"The level of mental health needs for school personnel, children and of course parents is at the highest level it's probably been in this country. And the pandemic ... has highlighted the inequities and also the mental health needs that are being not addressed for families and communities and schools.\"\u003c/p>\n\u003ch3>How lawmakers can help\u003c/h3>\n\u003cp>Task force recommendations often boil down to asking Congress for more money, and this is no exception. APA's task force and its partners – including two national teacher unions, the National Association of School Psychologists, the National Association of Social Workers and the School Social Work Association of America –\u003c/p>\n\u003cp>\u003ca href=\"https://votervoice.s3.amazonaws.com/groups/apaadvocacy/attachments/APA%20Taskforce%20Violence%20Against%20Educators_Supported%20policies.pdf\">backed several bills\u003c/a> that have to do with educator training, as well as supplementing payand replacing education jobs lost to COVID-19 budget cuts.\u003c/p>\n\u003cp>They also endorsed a House bill, called the \"\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/a>,\" which would fund things like restorative justice and social-emotional learning programs.\u003c/p>\n\u003cp>Ron Avi Astor at UCLA says that he wants to do more research on the approximately one-fifth of schools where people reported no ongoing problems with violence, verbal or physical.\u003c/p>\n\u003cp>\"We spend almost no time talking about positive places that have had obstacles and overcome them ... We could learn a whole lot from those places too.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the meantime, an increasingly harried workforce of educators will keep going the best they can, until they can't take it anymore. Shonkwiler transferred to a different position at a middle school two years ago. Foppiano put in her resignation in January.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+in+10+teachers+experienced+physical+violence+or+verbal+aggression+during+COVID&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 19, 2022 at 10:13 AM ET\u003c/strong>\u003c/div>\n\u003cp>Tonya Shonkwiler, a special education teacher in Montana, remembers the moment she realized she had to leave her last job.\u003c/p>\n\u003cp>A high school student, taller and stronger than her, who was \"working through lots of significant behaviors,\" had just hit her in the nose. She was in the hallway, holding the door shut on the student – following his behavior plan – and trying to compose herself, as her nose bled.\u003c/p>\n\u003cp>At that moment, an administrator walked by.\u003c/p>\n\u003cp>\"He's like, 'Are you OK?' I'm like 'I'm fine!' – crying and holding the door, not really communicating my needs. [Teachers are] not good at that. And he was like, 'OK!' And he just kept walking. Clearly, I'm not OK. Right? Clearly, I needed help.\"\u003c/p>\n\u003cp>The school district did not respond to requests for comment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators are taking blows from all sides, and they sometimes feel like no one is hearing them. That is the key finding of\u003ca href=\"https://www.apa.org/news/press/releases/2022/03/school-staff-violence-pandemic\"> a big, new COVID-19-era survey\u003c/a> from an American Psychological Association task force. Responses, collected between July 2020 and June 2021, came from nearly 15,000 school personnel – from psychologists to bus drivers – in all 50 states. On Thursday, Shonkwiler told her story to members of Congress and the task force briefed lawmakers.\u003c/p>\n\u003cp>As part of the survey, educators contributed around 7,000 written responses, says Ron Avi Astor, a school safety researcher at UCLA and a member of the task force.\u003c/p>\n\u003cp>\"I read every single one of those 7,000. I had to stop every 20 minutes just tearing up and crying, how powerful they were.\"\u003c/p>\n\u003cp>Here are some of the task force's key findings.\u003c/p>\n\u003cul>\n\u003cli>Overall, 59% of teachers, 58% of administrators, 48% of support staff and 38% of school psychologists and social workers reported being victimized in some way while at work.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>When it came to physical violence, support staff – like school resource officers, aides and even bus drivers – were the most likely to report physical aggression. More than 99% of the aggressors were students.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Specifically, 22% of staff, 18% of school psychologists and school social workers, 15% of administrators and 14% of teachers reported acts of violence such as what Tonya Shonkwiler experienced. Notably, the survey asked about incidents during the early phases of the pandemic, when large numbers of schools were remote or hybrid. This meant less in-person contact. So the task force members believe the survey may actually understate the true prevalence of violence.\u003c/li>\n\u003c/ul>\n\u003ch3>Children act out physically when their needs aren't being met\u003c/h3>\n\u003cp>Shonkwiler, the experts and the respondents to the survey were clear that children act out physically when they have significant needs that aren't being met, perhaps because they have trouble communicating them.\u003c/p>\n\u003cp>\"Most kids aren't being violent because they're choosing to,\" says Shonkwiler. \"There is an underlying need that we have to get to.\"\u003c/p>\n\u003cp>Linda Reddy, a school psychology professor at Rutgers University, and a member of the task force, says the solution is not in punishing individuals.\u003c/p>\n\u003cp>\"Violence against teachers – it's an organizational system health problem. This is a public health issue,\" she says. The answer lies in \"training teachers and supporting teachers on how to use research-based practices.\"\u003c/p>\n\u003cp>This includes evaluating children for special education services and interventions in a timely way. As it stands, it can take months for a student who is acting out in class to get the help they need, survey respondents told the task force.\u003c/p>\n\u003cp>Then, specialists create a behavior plan, but that's just the first step. Everyone in the building needs to be trained and confident on how to follow those plans, Reddy explains. Shonkwiler says, in her experience, educators, especially in rural areas, often lack training.\u003c/p>\n\u003cp>The task force speculated that staff members, including police officers, reported experiencing violence more often than teachers precisely because they are called into tense situations and don't know the best way to de-escalate.\u003c/p>\n\u003cp>Shonkwiler and other survey respondents said the number of disruptions has gotten worse during the pandemic. Children came back to school with missed learning, rusty social skills and sometimes trauma from being in unsafe homes.\u003c/p>\n\u003cp>\"Everybody kind of had to come back and learn, 'OK, what does it mean to be a student again'?\" Shonkwiler says.\u003c/p>\n\u003ch3>Verbal aggression is more likely to come from parents\u003c/h3>\n\u003cp>Verbal aggression, the task force members agreed, is in some ways an even tougher issue to manage. That's because it's very often coming from parents.\u003c/p>\n\u003cp>The survey's definition of verbal aggression goes far beyond an unpleasant conversation. It asked about threats, slurs, bullying, online harassment and sexual harassment.\u003c/p>\n\u003cp>Administrators were the ones most often caught in the crossfire: 42% said they experienced this behavior from parents, while 37% said they got it from students.\u003c/p>\n\u003cp>Meanwhile, 33% of teachers reported verbal aggression from students, and 29% from parents.\u003c/p>\n\u003cp>Sara Foppiano, a high school teacher in Washington state who was not part of the survey, says the hostility from parents and other community members is the worst she's seen in a decade of teaching.\u003c/p>\n\u003cp>\"I don't get paid enough to put up with this kind of verbal abuse,\" she says. \"I don't know how much longer I can really exist in a space where I'm constantly being attacked, but I also need to do you know, 'the customer is always right' kind of response and just sit and take it because I'm a teacher.\"\u003c/p>\n\u003cp>She thinks Zoom school made things worse, because parents can walk by, overhear and take things out of context. \"It's like they're looking over my shoulder and auditing how I do my job.\"\u003c/p>\n\u003cp>A parent complained about her Black Lives Matter t-shirt. Parents rejected her requests that students follow the mask policy. Another parent berated her on the phone for more than 20 minutes after she called to do a routine welfare check on a student who wasn't handing in assignments.\u003c/p>\n\u003cp>\"After that phone call, I went and cried in a colleague's office for a little while. And then when I got back to my classroom, I had a missed call from my administrator because that parent had then hung up with me and immediately called the administrator to report me for targeting their child.\"\u003c/p>\n\u003cp>Reddy, at Rutgers, observes that everyone in the school community is carrying a lot of stress right now, and teachers and administrators may be ending up as dumping grounds.\u003c/p>\n\u003cp>\"The level of mental health needs for school personnel, children and of course parents is at the highest level it's probably been in this country. And the pandemic ... has highlighted the inequities and also the mental health needs that are being not addressed for families and communities and schools.\"\u003c/p>\n\u003ch3>How lawmakers can help\u003c/h3>\n\u003cp>Task force recommendations often boil down to asking Congress for more money, and this is no exception. APA's task force and its partners – including two national teacher unions, the National Association of School Psychologists, the National Association of Social Workers and the School Social Work Association of America –\u003c/p>\n\u003cp>\u003ca href=\"https://votervoice.s3.amazonaws.com/groups/apaadvocacy/attachments/APA%20Taskforce%20Violence%20Against%20Educators_Supported%20policies.pdf\">backed several bills\u003c/a> that have to do with educator training, as well as supplementing payand replacing education jobs lost to COVID-19 budget cuts.\u003c/p>\n\u003cp>They also endorsed a House bill, called the \"\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/a>,\" which would fund things like restorative justice and social-emotional learning programs.\u003c/p>\n\u003cp>Ron Avi Astor at UCLA says that he wants to do more research on the approximately one-fifth of schools where people reported no ongoing problems with violence, verbal or physical.\u003c/p>\n\u003cp>\"We spend almost no time talking about positive places that have had obstacles and overcome them ... We could learn a whole lot from those places too.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Two years ago this month, schools closed their doors in 185 countries. \u003ca href=\"https://en.unesco.org/covid19/educationresponse\">According to UNESCO\u003c/a>, roughly 9 out of 10 schoolchildren worldwide were out of school. It would soon be the biggest, longest interruption in schooling since formal education became the norm in wealthier countries in the late 19th century.\u003c/p>\n\u003cp>At the\u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\"> time, I spoke with\u003c/a> several experts in the field of research known as \"education in emergencies.\" They gave their predictions for the long-term implications of school closures in the United States based on the research on previous school interruptions caused by war, refugee crises, natural disasters and previous epidemics.\u003c/p>\n\u003cp>Two years on, schools are open and masks are coming off in most places, restoring a feeling of normalcy.\u003c/p>\n\u003cp>So, how have these predictions played out? Let's take a look.\u003c/p>\n\u003cp>\u003cstrong>Prediction: Student learning will suffer. Vulnerable and marginalized students will be most affected.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Verdict: TRUE\u003c/strong>\u003c/p>\n\u003cp>In the United States, \u003ca href=\"https://en.unesco.org/covid19/educationresponse#durationschoolclosures\">compared with wealthy countries\u003c/a> in Western Europe and East Asia, schools were typically closed longer. A \u003ca href=\"https://www.npr.org/2021/03/24/980592512/new-data-highlight-disparities-in-students-learning-in-person#:~:text=And%20the%20survey%20found%20large,27%25%20of%20White%20students%20were.\">majority\u003c/a> of Black, Hispanic and Asian students stayed remote through early 2021. In the fall of 2020, \u003ca href=\"https://www.npr.org/2020/10/07/921287309/pandemic-seems-to-be-driving-school-enrollment-down-npr-investigation-shows\">enrollment dropped\u003c/a>, driven by families who sat out pre-K and kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2022376118\">All \u003c/a>the \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">data\u003c/a> we have to date shows students falling behind where they would have been without the interruption. As predicted, these gaps are consistently bigger for low-income, Black and Latino children. This study from \u003ca href=\"https://www.nber.org/papers/w29497\">November\u003c/a> found these gaps were bigger at schools that had less in-person learning in the 2020-2021 school year.\u003c/p>\n\u003cp>Some of the latest research focuses on students \u003ca href=\"https://amplify.com/wp-content/uploads/2022/02/mCLASS_MOY-Results_February-2022-Report.pdf\">learning to read\u003c/a>. One recent \u003ca href=\"https://pals.virginia.edu/public/pdfs/login/PALS_StateReport_Fall_2021.pdf\">study in Virginia\u003c/a> found early reading skills at a 20-year low this past fall.\u003c/p>\n\u003cp>In New Orleans after Hurricane Katrina in 2005, schools were closed for a few months, and student learning recovered to its previous trajectory after two full school years – and then \u003ca href=\"https://crpe.org/what-post-katrina-new-orleans-can-teach-schools-about-addressing-covid-learning-losses/\">improved from there\u003c/a>. Post-COVID recovery \u003ca href=\"https://eab.com/insights/expert-insight/strategy/lessons-aftermath-hurricane-katrina-support-pandemic-recovery/\">could take even longer\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Prediction: A spike in the high school dropout rate and a fall in college enrollment. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: MOSTLY TRUE\u003c/strong>\u003c/p>\n\u003cp>For the class of 2020, districts relaxed graduation requirements, and students graduated in similar or even improved numbers compared with previous years. For 2021, it was a different story. Data is incomplete, but \u003ca href=\"https://www.chalkbeat.org/2022/1/24/22895461/2021-graduation-rates-decrease-pandemic\">Chalkbeat reported\u003c/a> recently that high school graduation rates were trending down in most states for which they had data. And district superintendents have \u003ca href=\"https://www.npr.org/2021/12/15/1062999168/school-enrollment-drops-for-second-straight-year\">told NPR\u003c/a> they are missing older students who have traded schooling for paid work.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/01/13/1072529477/more-than-1-million-fewer-students-are-in-college-the-lowest-enrollment-numbers-\">Federal data,\u003c/a> meanwhile, show college enrollment is down more than 1 million students over the past two years. This is \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2021/12/27/1068298117/-17-trillion-thats-how-much-the-pandemic-could-take-away-from-todays-kids\">an international phenomenon\u003c/a> that could reduce earnings around the world by a total of $17 trillion if not addressed, the UN predicts.\u003c/p>\n\u003cp>\u003cstrong>Prediction: Children are at risk for toxic stress when schools close.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: TRUE\u003c/strong>\u003c/p>\n\u003cp>Schools provide food, safety, relationships, stability and hope for most children around the world. Conversely, school closures tend to take place in the context of massive social upheaval. The pandemic was no exception. At least \u003ca href=\"https://www.npr.org/sections/health-shots/2021/10/07/1043881136/covid-deaths-leave-thousands-of-u-s-kids-grieving-parents-or-primary-caregivers#:~:text=Press-,COVID%20deaths%20leave%20thousands%20of%20U.S.%20kids%20grieving%20parents%20or,racial%20and%20ethnic%20minority%20groups.\">175,000 children\u003c/a> were bereaved or orphaned in the U.S.\u003c/p>\n\u003cp>School and child-care closures drove mothers out of the workforce, increasing stress on them and creating economic uncertainty for children. Government assistance, such as the \u003ca href=\"https://www.npr.org/2022/01/27/1075299510/the-expanded-child-tax-credit-briefly-slashed-child-poverty-heres-what-else-it-d\">expanded child tax credit\u003c/a> and \u003ca href=\"https://www.npr.org/2022/02/02/1077300038/some-families-are-being-forced-to-choose-between-remote-learning-and-school-meal\">school meals, \u003c/a>has been inconsistent.\u003c/p>\n\u003cp>U.S. Surgeon General Vivek Murthy and the nation's pediatricians are calling youth mental health a\u003ca href=\"https://www.npr.org/2021/12/07/1062112212/the-u-s-surgeon-general-issues-a-stark-warning-about-the-state-of-youth-mental-h\"> \"crisis\"\u003c/a> and an\u003ca href=\"https://www.npr.org/2021/10/20/1047624943/pediatricians-call-mental-health-crisis-among-kids-a-national-emergency\"> \"emergency.\"\u003c/a> In October 2021, \u003ca href=\"https://www.prnewswire.com/news-releases/students-mental-health-ranks-top-concern-for-teachers-returning-to-the-classroom-but-teachers-note-connections-with-families-have-improved-during-pandemic-301395304.html\">teachers told pollsters \u003c/a>that children's mental health was their top concern. \u003ca href=\"https://www.npr.org/2022/02/16/1081049158/consensus-grows-that-the-pandemic-has-taken-a-big-emotional-toll-on-young-people\">Eighty percent of parents\u003c/a> in a more recent poll are worried about their own kids' well-being.\u003c/p>\n\u003cp>As a bright spot, now that things are reopening, \u003ca href=\"https://www.npr.org/2021/12/23/1064975215/heres-what-schools-are-doing-to-try-to-address-students-social-emotional-needs\">97% of schools in a federal survey\u003c/a> say they are taking new steps to support student well-being.\u003c/p>\n\u003cp>\u003cstrong>Prediction: School systems are sometimes entirely remade.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: Jury's still out. \u003c/strong>\u003c/p>\n\u003cp>Crisis can bring reinvention. In New Orleans, after Katrina in 2005, public schools were entirely replaced with a \u003ca href=\"https://www.npr.org/sections/ed/2015/08/15/431967706/new-orleans-schools-10-years-after-katrina-beacon-or-warning\">controversial \"portfolio district\"\u003c/a> of charter schools. School performance improved as measured by test scores, but by the time of the COVID shutdown, the city \u003ca href=\"https://thelensnola.org/2019/11/06/compare-2019-new-orleans-school-ratings/\">still ranked below\u003c/a> the state average . Puerto Rico, after Hurricane Maria in 2017, passed a law reorganizing the school system and creating charters and voucher programs. Serious \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-announces-new-actions-improve-educational-outcomes-students-puerto-rico\">learning interruptions \u003c/a>and impacts have continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In 2022, in the United States, we're hearing a lot more about \u003ca href=\"https://www.ed.gov/news/press-releases/statement-us-secretary-education-miguel-cardona-one-year-anniversary-american-rescue-plan\">recovery\u003c/a> than reform. But an \u003ca href=\"https://www.npr.org/2021/12/13/1061787233/more-black-families-are-homeschooling-their-children-citing-the-pandemic-and-rac\">apparent spike in home-schooling \u003c/a>combined with a persistent \u003ca href=\"https://www.npr.org/2021/12/15/1062999168/school-enrollment-drops-for-second-straight-year\">downturn in enrollment\u003c/a> in big-city school districts could indicate parents searching for alternatives – or creating them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Two+years+ago+schools+shut+down+around+the+world.+These+are+the+biggest+impacts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two years ago this month, schools closed their doors in 185 countries. \u003ca href=\"https://en.unesco.org/covid19/educationresponse\">According to UNESCO\u003c/a>, roughly 9 out of 10 schoolchildren worldwide were out of school. It would soon be the biggest, longest interruption in schooling since formal education became the norm in wealthier countries in the late 19th century.\u003c/p>\n\u003cp>At the\u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\"> time, I spoke with\u003c/a> several experts in the field of research known as \"education in emergencies.\" They gave their predictions for the long-term implications of school closures in the United States based on the research on previous school interruptions caused by war, refugee crises, natural disasters and previous epidemics.\u003c/p>\n\u003cp>Two years on, schools are open and masks are coming off in most places, restoring a feeling of normalcy.\u003c/p>\n\u003cp>So, how have these predictions played out? Let's take a look.\u003c/p>\n\u003cp>\u003cstrong>Prediction: Student learning will suffer. Vulnerable and marginalized students will be most affected.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Verdict: TRUE\u003c/strong>\u003c/p>\n\u003cp>In the United States, \u003ca href=\"https://en.unesco.org/covid19/educationresponse#durationschoolclosures\">compared with wealthy countries\u003c/a> in Western Europe and East Asia, schools were typically closed longer. A \u003ca href=\"https://www.npr.org/2021/03/24/980592512/new-data-highlight-disparities-in-students-learning-in-person#:~:text=And%20the%20survey%20found%20large,27%25%20of%20White%20students%20were.\">majority\u003c/a> of Black, Hispanic and Asian students stayed remote through early 2021. In the fall of 2020, \u003ca href=\"https://www.npr.org/2020/10/07/921287309/pandemic-seems-to-be-driving-school-enrollment-down-npr-investigation-shows\">enrollment dropped\u003c/a>, driven by families who sat out pre-K and kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2022376118\">All \u003c/a>the \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">data\u003c/a> we have to date shows students falling behind where they would have been without the interruption. As predicted, these gaps are consistently bigger for low-income, Black and Latino children. This study from \u003ca href=\"https://www.nber.org/papers/w29497\">November\u003c/a> found these gaps were bigger at schools that had less in-person learning in the 2020-2021 school year.\u003c/p>\n\u003cp>Some of the latest research focuses on students \u003ca href=\"https://amplify.com/wp-content/uploads/2022/02/mCLASS_MOY-Results_February-2022-Report.pdf\">learning to read\u003c/a>. One recent \u003ca href=\"https://pals.virginia.edu/public/pdfs/login/PALS_StateReport_Fall_2021.pdf\">study in Virginia\u003c/a> found early reading skills at a 20-year low this past fall.\u003c/p>\n\u003cp>In New Orleans after Hurricane Katrina in 2005, schools were closed for a few months, and student learning recovered to its previous trajectory after two full school years – and then \u003ca href=\"https://crpe.org/what-post-katrina-new-orleans-can-teach-schools-about-addressing-covid-learning-losses/\">improved from there\u003c/a>. Post-COVID recovery \u003ca href=\"https://eab.com/insights/expert-insight/strategy/lessons-aftermath-hurricane-katrina-support-pandemic-recovery/\">could take even longer\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Prediction: A spike in the high school dropout rate and a fall in college enrollment. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: MOSTLY TRUE\u003c/strong>\u003c/p>\n\u003cp>For the class of 2020, districts relaxed graduation requirements, and students graduated in similar or even improved numbers compared with previous years. For 2021, it was a different story. Data is incomplete, but \u003ca href=\"https://www.chalkbeat.org/2022/1/24/22895461/2021-graduation-rates-decrease-pandemic\">Chalkbeat reported\u003c/a> recently that high school graduation rates were trending down in most states for which they had data. And district superintendents have \u003ca href=\"https://www.npr.org/2021/12/15/1062999168/school-enrollment-drops-for-second-straight-year\">told NPR\u003c/a> they are missing older students who have traded schooling for paid work.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/01/13/1072529477/more-than-1-million-fewer-students-are-in-college-the-lowest-enrollment-numbers-\">Federal data,\u003c/a> meanwhile, show college enrollment is down more than 1 million students over the past two years. This is \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2021/12/27/1068298117/-17-trillion-thats-how-much-the-pandemic-could-take-away-from-todays-kids\">an international phenomenon\u003c/a> that could reduce earnings around the world by a total of $17 trillion if not addressed, the UN predicts.\u003c/p>\n\u003cp>\u003cstrong>Prediction: Children are at risk for toxic stress when schools close.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: TRUE\u003c/strong>\u003c/p>\n\u003cp>Schools provide food, safety, relationships, stability and hope for most children around the world. Conversely, school closures tend to take place in the context of massive social upheaval. The pandemic was no exception. At least \u003ca href=\"https://www.npr.org/sections/health-shots/2021/10/07/1043881136/covid-deaths-leave-thousands-of-u-s-kids-grieving-parents-or-primary-caregivers#:~:text=Press-,COVID%20deaths%20leave%20thousands%20of%20U.S.%20kids%20grieving%20parents%20or,racial%20and%20ethnic%20minority%20groups.\">175,000 children\u003c/a> were bereaved or orphaned in the U.S.\u003c/p>\n\u003cp>School and child-care closures drove mothers out of the workforce, increasing stress on them and creating economic uncertainty for children. Government assistance, such as the \u003ca href=\"https://www.npr.org/2022/01/27/1075299510/the-expanded-child-tax-credit-briefly-slashed-child-poverty-heres-what-else-it-d\">expanded child tax credit\u003c/a> and \u003ca href=\"https://www.npr.org/2022/02/02/1077300038/some-families-are-being-forced-to-choose-between-remote-learning-and-school-meal\">school meals, \u003c/a>has been inconsistent.\u003c/p>\n\u003cp>U.S. Surgeon General Vivek Murthy and the nation's pediatricians are calling youth mental health a\u003ca href=\"https://www.npr.org/2021/12/07/1062112212/the-u-s-surgeon-general-issues-a-stark-warning-about-the-state-of-youth-mental-h\"> \"crisis\"\u003c/a> and an\u003ca href=\"https://www.npr.org/2021/10/20/1047624943/pediatricians-call-mental-health-crisis-among-kids-a-national-emergency\"> \"emergency.\"\u003c/a> In October 2021, \u003ca href=\"https://www.prnewswire.com/news-releases/students-mental-health-ranks-top-concern-for-teachers-returning-to-the-classroom-but-teachers-note-connections-with-families-have-improved-during-pandemic-301395304.html\">teachers told pollsters \u003c/a>that children's mental health was their top concern. \u003ca href=\"https://www.npr.org/2022/02/16/1081049158/consensus-grows-that-the-pandemic-has-taken-a-big-emotional-toll-on-young-people\">Eighty percent of parents\u003c/a> in a more recent poll are worried about their own kids' well-being.\u003c/p>\n\u003cp>As a bright spot, now that things are reopening, \u003ca href=\"https://www.npr.org/2021/12/23/1064975215/heres-what-schools-are-doing-to-try-to-address-students-social-emotional-needs\">97% of schools in a federal survey\u003c/a> say they are taking new steps to support student well-being.\u003c/p>\n\u003cp>\u003cstrong>Prediction: School systems are sometimes entirely remade.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Verdict: Jury's still out. \u003c/strong>\u003c/p>\n\u003cp>Crisis can bring reinvention. In New Orleans, after Katrina in 2005, public schools were entirely replaced with a \u003ca href=\"https://www.npr.org/sections/ed/2015/08/15/431967706/new-orleans-schools-10-years-after-katrina-beacon-or-warning\">controversial \"portfolio district\"\u003c/a> of charter schools. School performance improved as measured by test scores, but by the time of the COVID shutdown, the city \u003ca href=\"https://thelensnola.org/2019/11/06/compare-2019-new-orleans-school-ratings/\">still ranked below\u003c/a> the state average . Puerto Rico, after Hurricane Maria in 2017, passed a law reorganizing the school system and creating charters and voucher programs. Serious \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-announces-new-actions-improve-educational-outcomes-students-puerto-rico\">learning interruptions \u003c/a>and impacts have continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In 2022, in the United States, we're hearing a lot more about \u003ca href=\"https://www.ed.gov/news/press-releases/statement-us-secretary-education-miguel-cardona-one-year-anniversary-american-rescue-plan\">recovery\u003c/a> than reform. But an \u003ca href=\"https://www.npr.org/2021/12/13/1061787233/more-black-families-are-homeschooling-their-children-citing-the-pandemic-and-rac\">apparent spike in home-schooling \u003c/a>combined with a persistent \u003ca href=\"https://www.npr.org/2021/12/15/1062999168/school-enrollment-drops-for-second-straight-year\">downturn in enrollment\u003c/a> in big-city school districts could indicate parents searching for alternatives – or creating them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Two+years+ago+schools+shut+down+around+the+world.+These+are+the+biggest+impacts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Better air in classrooms matters beyond COVID. Here's why schools aren't there yet",
"title": "Better air in classrooms matters beyond COVID. Here's why schools aren't there yet",
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"content": "\u003cp>Not many people can say the pandemic has made their jobs easier. But in some ways, Tracy Enger can.\u003c/p>\n\u003cp>\"You know, it is such a hallelujah moment, absolutely,\" says Enger, who works at the Environmental Protection Agency's Indoor Environments Division. For more than 25 years, she's been fighting to improve the air quality inside of America's schools.\u003c/p>\n\u003cp>But there are lots of competing demands for limited school budgets. And in the past, getting school districts to prioritize indoor air quality hasn't been easy. Often, she says, it took some kind of crisis to get schools to focus on the issue – \"when they found the mold problem, when their asthma rates were kind of going through the roof.\"\u003c/p>\n\u003cp>Then came the COVID-19 pandemic — spread by virus particles that can build up in indoor air and linger, sometimes for hours. Key to clearing out those infectious particles: good ventilation and filtration. For example, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7021e1.htm\">one study of Georgia schools\u003c/a> linked improved ventilation strategies, combined with HEPA filtration, to a 48 percent lower rate of COVID.\u003c/p>\n\u003cp>Suddenly – finally – lots of people have started to pay attention to indoor air quality in schools, says \u003ca href=\"https://www.centerforgreenschools.org/anisa-heming\">Anisa Heming\u003c/a>, director of the \u003ca href=\"https://www.centerforgreenschools.org/\">Center for Green Schools\u003c/a> at the \u003ca href=\"https://www.usgbc.org/\">U.S. Green Building Council\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It matters more to people right now,\" says Heming. \"COVID is this immediate threat that has made air quality immediately relevant.\"\u003c/p>\n\u003cp>That's why she and other indoor air-quality experts say the Biden administration's new \u003ca href=\"https://www.whitehouse.gov/covidplan/\">National COVID-19 Preparedness Plan\u003c/a> is a step in the right direction: It specifically highlights the need to help schools upgrade their ventilation systems for the long term, using funding from the \u003ca href=\"https://www.whitehouse.gov/covidplan/\">American Rescue Plan Act\u003c/a>.\u003c/p>\n\u003cp>Heming says in the past, it's been hard to make a health case for improving air quality in schools, because the health impacts tend to be longer term. But a \u003ca href=\"https://forhealth.org/Harvard.Schools_For_Health.Foundations_for_Student_Success.pdf\">whole body of research \u003c/a>shows the health and academic benefits are substantial – and go beyond COVID. When a room is better ventilated, influenza rates, asthma attacks and absenteeism go down, reading and math test scores go up. Less carbon dioxide builds up in a room, which helps students think more clearly.\u003c/p>\n\u003cp>\"It's well documented across all different countries and all different ages,\" says Joseph Allen, director of the \u003ca href=\"https://www.hsph.harvard.edu/joseph-allen/healthy-buildings/\">Healthy Buildings program\u003c/a> at Harvard University. \"We see benefits in kindergarteners, we see benefits in high school, we see benefits in college students and middle schoolers – every age group.\"\u003c/p>\n\u003cp>Allen says understanding these long-term benefits of upgrading ventilation is vital, \"because an investment right now is not just a short-term investment for COVID. If a school does this right, they can expect not only years, but decades of benefits to health beyond reductions in infectious disease transmission.\"\u003c/p>\n\u003cp>And experts say those investments are desperately needed, because most U.S. schools are poorly ventilated to begin with. The average American school is over 45 years old, and many have HVAC systems that are outdated or need repairs, according to a \u003ca href=\"https://www.gao.gov/products/gao-20-494\">2020 report from the Government Accountability Office\u003c/a>. Some schools are so old, they don't even have mechanical ventilation systems.\u003c/p>\n\u003cp>\"I don't think a lot of people recognize that the design standards [that govern ventilation rates in schools and other buildings] are bare minimums. They were never actually set for health,\" says Allen.\u003c/p>\n\u003cp>Carl Thurnau knows all too well just how bad deferred school maintenance can get. Several years ago, a classroom ceiling actually collapsed at a school in the City School District of New Rochelle, New York. That's when the district recruited Thurnau, an engineer, to become its director of facilities to oversee a $106 million overhaul of buildings – a process that was already funded and in motion when COVID struck. That money meant the school district could quickly pivot to implement ventilation upgrades in response to COVID.\u003c/p>\n\u003cp>Having funding in place \"is why we were able to get ahead of this – and in my opinion, stay ahead,\" Thurnau says. But \"there's no doubt that districts with less financial resources are struggling to find the money to solve some of these problems.\"\u003c/p>\n\u003cp>Ventilation and green building experts have been offering schools guidance on how to improve their air quality to reduce COVID risk since the early days of the pandemic, even before the \u003ca href=\"https://www.npr.org/sections/health-shots/2020/10/05/920446534/cdc-acknowledges-coronavirus-can-spread-via-airborne-transmission\">Centers for Disease Control and Prevention acknowledged the virus could spread through the air.\u003c/a> Broadly speaking, Allen says, the advice boils down to three major things: increasing the amount of outdoor air in a classroom; using higher-efficiency MERV filters in HVAC systems; and supplementing these measures with portable air cleaners with HEPA filters.\u003c/p>\n\u003cp>But two years in, it's unclear how many schools have actually made these changes. That information isn't tracked at the federal level, though some reports hint at the challenges schools have faced. What's clear, says Allen, is that while a lot of schools have taken steps to improve ventilation, many others haven't. \"Some haven't done the basic measures, the stopgap measures,\" Allen says.\u003c/p>\n\u003cp>Heming says schools have been able to tap federal funds for ventilation upgrades since\u003ca href=\"https://www2.ed.gov/about/offices/list/ope/crrsaa.html\"> late December 2020\u003c/a>, and the American Rescue Plan Act, passed in March 2021, made a lot more money – $122 billion – available to schools for this and other pandemic-related purposes.\u003c/p>\n\u003cp>So why have many schools been slow to act when it comes to indoor air quality? Last year, the Center for Green Schools published a \u003ca href=\"https://www.ashrae.org/file%20library/technical%20resources/covid-19/preparation-in-the-pandemic_iaq-in-schools_final2.pdf\">survey\u003c/a> of more than 47 school districts representing 2.5 million students in 24 states. The vast majority of them said they prefer to invest in long-term solutions rooted in revamping or replacing their HVAC systems.\u003c/p>\n\u003cp>But with so many old and outdated school buildings, Heming says \"these strategies that schools need to use require that they do pretty major renovations.\"\u003c/p>\n\u003cp>That kind of work takes many months to plan and contract. In many cases, she says, those plans are only being firmed up now. And \u003ca href=\"https://aasa.org/uploadedFiles/ARP-Survey-Findings-Part2.pdf\">a recent survey found\u003c/a> many school districts are worried that they won't be able to complete the work by a September 2024 deadline under the law, especially because of supply chain issues and labor and material shortages.\u003c/p>\n\u003cp>Stopgap measures like opening windows or using portable air cleaners really do work to improve indoor air quality, Heming says, but they can only take schools so far. For example, open windows aren't realistic when outdoor temperatures are freezing, she says, and in humid regions, they can pull in more humidity, promoting the growth of mold.\u003c/p>\n\u003cp>And while many school districts have invested in stand-alone portable air cleaners, they come with their own headaches, says Heming: The units can be disruptively noisy and they need to be stored and maintained over time.\u003c/p>\n\u003cp>In general, she says, the school districts that were able to move quickest to improve their air ventilation and filtration in response to the pandemic were those that already had money available to upgrade their facilities, and in many cases, they'd already assessed their buildings and knew which ones needed work.\u003c/p>\n\u003cp>But there are some encouraging signs that more schools may be catching up soon. An \u003ca href=\"https://www.future-ed.org/financial-trends-in-local-schools-covid-aid-spending/\">analysis released in February\u003c/a> by FutureEd, a think tank at Georgetown University, found that school districts already had plans in place to spend about $4.4 billion on HVAC updates, and if trends continue, that could reach nearly $10 billion. Another FutureEd \u003ca href=\"https://www.future-ed.org/how-district-poverty-levels-influence-covid-relief-spending/\">analysis\u003c/a> found that high-poverty districts are more likely to plan to use federal funds to upgrade aging ventilation systems.\u003c/p>\n\u003cp>The EPA's Tracy Enger says interest in the agency's guidance on indoor air quality for school has skyrocketed over the last year. \"What we are seeing is this moment turning into a movement for improving indoor air quality in schools and creating healthier learning spaces,\" she says.\u003c/p>\n\u003cp>Heming says she's also optimistic, but her enthusiasm is tempered. She notes that the $122 billion of American Rescue Plan funds designated for schools has to pay for a host of pandemic-related needs – from hiring more staff to summer school programs – not just ventilation upgrades.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Even if every last dime of the American Rescue Plan funds for schools were spent on facilities, \"it's still a big gap between that and what's actually needed,\" Heming says. A \u003ca href=\"https://www.wellcertified.com/state-of-our-schools\">2021 report found that \u003c/a>each year, districts spend $85 billion less than what's needed to get schools into good condition.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Better+air+in+classrooms+matters+beyond+COVID.+Here%27s+why+schools+aren%27t+there+yet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not many people can say the pandemic has made their jobs easier. But in some ways, Tracy Enger can.\u003c/p>\n\u003cp>\"You know, it is such a hallelujah moment, absolutely,\" says Enger, who works at the Environmental Protection Agency's Indoor Environments Division. For more than 25 years, she's been fighting to improve the air quality inside of America's schools.\u003c/p>\n\u003cp>But there are lots of competing demands for limited school budgets. And in the past, getting school districts to prioritize indoor air quality hasn't been easy. Often, she says, it took some kind of crisis to get schools to focus on the issue – \"when they found the mold problem, when their asthma rates were kind of going through the roof.\"\u003c/p>\n\u003cp>Then came the COVID-19 pandemic — spread by virus particles that can build up in indoor air and linger, sometimes for hours. Key to clearing out those infectious particles: good ventilation and filtration. For example, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7021e1.htm\">one study of Georgia schools\u003c/a> linked improved ventilation strategies, combined with HEPA filtration, to a 48 percent lower rate of COVID.\u003c/p>\n\u003cp>Suddenly – finally – lots of people have started to pay attention to indoor air quality in schools, says \u003ca href=\"https://www.centerforgreenschools.org/anisa-heming\">Anisa Heming\u003c/a>, director of the \u003ca href=\"https://www.centerforgreenschools.org/\">Center for Green Schools\u003c/a> at the \u003ca href=\"https://www.usgbc.org/\">U.S. Green Building Council\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It matters more to people right now,\" says Heming. \"COVID is this immediate threat that has made air quality immediately relevant.\"\u003c/p>\n\u003cp>That's why she and other indoor air-quality experts say the Biden administration's new \u003ca href=\"https://www.whitehouse.gov/covidplan/\">National COVID-19 Preparedness Plan\u003c/a> is a step in the right direction: It specifically highlights the need to help schools upgrade their ventilation systems for the long term, using funding from the \u003ca href=\"https://www.whitehouse.gov/covidplan/\">American Rescue Plan Act\u003c/a>.\u003c/p>\n\u003cp>Heming says in the past, it's been hard to make a health case for improving air quality in schools, because the health impacts tend to be longer term. But a \u003ca href=\"https://forhealth.org/Harvard.Schools_For_Health.Foundations_for_Student_Success.pdf\">whole body of research \u003c/a>shows the health and academic benefits are substantial – and go beyond COVID. When a room is better ventilated, influenza rates, asthma attacks and absenteeism go down, reading and math test scores go up. Less carbon dioxide builds up in a room, which helps students think more clearly.\u003c/p>\n\u003cp>\"It's well documented across all different countries and all different ages,\" says Joseph Allen, director of the \u003ca href=\"https://www.hsph.harvard.edu/joseph-allen/healthy-buildings/\">Healthy Buildings program\u003c/a> at Harvard University. \"We see benefits in kindergarteners, we see benefits in high school, we see benefits in college students and middle schoolers – every age group.\"\u003c/p>\n\u003cp>Allen says understanding these long-term benefits of upgrading ventilation is vital, \"because an investment right now is not just a short-term investment for COVID. If a school does this right, they can expect not only years, but decades of benefits to health beyond reductions in infectious disease transmission.\"\u003c/p>\n\u003cp>And experts say those investments are desperately needed, because most U.S. schools are poorly ventilated to begin with. The average American school is over 45 years old, and many have HVAC systems that are outdated or need repairs, according to a \u003ca href=\"https://www.gao.gov/products/gao-20-494\">2020 report from the Government Accountability Office\u003c/a>. Some schools are so old, they don't even have mechanical ventilation systems.\u003c/p>\n\u003cp>\"I don't think a lot of people recognize that the design standards [that govern ventilation rates in schools and other buildings] are bare minimums. They were never actually set for health,\" says Allen.\u003c/p>\n\u003cp>Carl Thurnau knows all too well just how bad deferred school maintenance can get. Several years ago, a classroom ceiling actually collapsed at a school in the City School District of New Rochelle, New York. That's when the district recruited Thurnau, an engineer, to become its director of facilities to oversee a $106 million overhaul of buildings – a process that was already funded and in motion when COVID struck. That money meant the school district could quickly pivot to implement ventilation upgrades in response to COVID.\u003c/p>\n\u003cp>Having funding in place \"is why we were able to get ahead of this – and in my opinion, stay ahead,\" Thurnau says. But \"there's no doubt that districts with less financial resources are struggling to find the money to solve some of these problems.\"\u003c/p>\n\u003cp>Ventilation and green building experts have been offering schools guidance on how to improve their air quality to reduce COVID risk since the early days of the pandemic, even before the \u003ca href=\"https://www.npr.org/sections/health-shots/2020/10/05/920446534/cdc-acknowledges-coronavirus-can-spread-via-airborne-transmission\">Centers for Disease Control and Prevention acknowledged the virus could spread through the air.\u003c/a> Broadly speaking, Allen says, the advice boils down to three major things: increasing the amount of outdoor air in a classroom; using higher-efficiency MERV filters in HVAC systems; and supplementing these measures with portable air cleaners with HEPA filters.\u003c/p>\n\u003cp>But two years in, it's unclear how many schools have actually made these changes. That information isn't tracked at the federal level, though some reports hint at the challenges schools have faced. What's clear, says Allen, is that while a lot of schools have taken steps to improve ventilation, many others haven't. \"Some haven't done the basic measures, the stopgap measures,\" Allen says.\u003c/p>\n\u003cp>Heming says schools have been able to tap federal funds for ventilation upgrades since\u003ca href=\"https://www2.ed.gov/about/offices/list/ope/crrsaa.html\"> late December 2020\u003c/a>, and the American Rescue Plan Act, passed in March 2021, made a lot more money – $122 billion – available to schools for this and other pandemic-related purposes.\u003c/p>\n\u003cp>So why have many schools been slow to act when it comes to indoor air quality? Last year, the Center for Green Schools published a \u003ca href=\"https://www.ashrae.org/file%20library/technical%20resources/covid-19/preparation-in-the-pandemic_iaq-in-schools_final2.pdf\">survey\u003c/a> of more than 47 school districts representing 2.5 million students in 24 states. The vast majority of them said they prefer to invest in long-term solutions rooted in revamping or replacing their HVAC systems.\u003c/p>\n\u003cp>But with so many old and outdated school buildings, Heming says \"these strategies that schools need to use require that they do pretty major renovations.\"\u003c/p>\n\u003cp>That kind of work takes many months to plan and contract. In many cases, she says, those plans are only being firmed up now. And \u003ca href=\"https://aasa.org/uploadedFiles/ARP-Survey-Findings-Part2.pdf\">a recent survey found\u003c/a> many school districts are worried that they won't be able to complete the work by a September 2024 deadline under the law, especially because of supply chain issues and labor and material shortages.\u003c/p>\n\u003cp>Stopgap measures like opening windows or using portable air cleaners really do work to improve indoor air quality, Heming says, but they can only take schools so far. For example, open windows aren't realistic when outdoor temperatures are freezing, she says, and in humid regions, they can pull in more humidity, promoting the growth of mold.\u003c/p>\n\u003cp>And while many school districts have invested in stand-alone portable air cleaners, they come with their own headaches, says Heming: The units can be disruptively noisy and they need to be stored and maintained over time.\u003c/p>\n\u003cp>In general, she says, the school districts that were able to move quickest to improve their air ventilation and filtration in response to the pandemic were those that already had money available to upgrade their facilities, and in many cases, they'd already assessed their buildings and knew which ones needed work.\u003c/p>\n\u003cp>But there are some encouraging signs that more schools may be catching up soon. An \u003ca href=\"https://www.future-ed.org/financial-trends-in-local-schools-covid-aid-spending/\">analysis released in February\u003c/a> by FutureEd, a think tank at Georgetown University, found that school districts already had plans in place to spend about $4.4 billion on HVAC updates, and if trends continue, that could reach nearly $10 billion. Another FutureEd \u003ca href=\"https://www.future-ed.org/how-district-poverty-levels-influence-covid-relief-spending/\">analysis\u003c/a> found that high-poverty districts are more likely to plan to use federal funds to upgrade aging ventilation systems.\u003c/p>\n\u003cp>The EPA's Tracy Enger says interest in the agency's guidance on indoor air quality for school has skyrocketed over the last year. \"What we are seeing is this moment turning into a movement for improving indoor air quality in schools and creating healthier learning spaces,\" she says.\u003c/p>\n\u003cp>Heming says she's also optimistic, but her enthusiasm is tempered. She notes that the $122 billion of American Rescue Plan funds designated for schools has to pay for a host of pandemic-related needs – from hiring more staff to summer school programs – not just ventilation upgrades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even if every last dime of the American Rescue Plan funds for schools were spent on facilities, \"it's still a big gap between that and what's actually needed,\" Heming says. A \u003ca href=\"https://www.wellcertified.com/state-of-our-schools\">2021 report found that \u003c/a>each year, districts spend $85 billion less than what's needed to get schools into good condition.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Better+air+in+classrooms+matters+beyond+COVID.+Here%27s+why+schools+aren%27t+there+yet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Student athletes on the Wind River Reservation in Wyoming are grateful mask mandates aren't going away there, even as they continue to fall away across the country. They feel like the mandate has helped keep them healthy and competing as other schools across the state have had to cancel games because of covid infections.\u003c/p>\n\u003cp>On a recent basketball game night at Wyoming Indian High School in the reservation town of Ethete, the announcer introduces the hometown Chiefs in a mix of English and Arapaho.\u003c/p>\n\u003cp>The gym is usually packed, but this year because of COVID-19 protocols the crowds have been reduced.\u003c/p>\n\u003cp>The Wind River Reservation, home to the Eastern Shoshone and Northern Arapaho tribes, has had a mask mandate since early in the pandemic. That's unusual in Wyoming, a conservative state where COVID-19 restrictions are not popular.\u003c/p>\n\u003cp>Chiefs team captain Videl C'Bearing, a senior, says being able to play ball has really helped him get through the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You need physical activity to help you get your mind straight. And that's what I think about basketball, it's therapy. Like when I'm mad, or whatever, my just first thought is, 'Man, I'm gonna go shoot around somewhere,' \" he says.\u003c/p>\n\u003cp>Wyoming Indian Basketball Coach Craig Ferris graduated from the school in 1995, played college basketball and came back to coach at his old high school. He's been the coach here for 18 years.\u003c/p>\n\u003cp>He's a fan of the mask mandate.\u003c/p>\n\u003cp>\"We've heard of a couple of teams that canceled games through the weekend because they've had no real mask mandate, but have positives in their school and they've had to basically shut the whole team down,\" he says.\u003c/p>\n\u003ch3>COVID-19 protocols on the Wind River are the strictest across Wyoming\u003c/h3>\n\u003cp>The tribes say that the reservation's vaccination rate is around 70-80%. \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">Wyoming as a whole is at 50%\u003c/a>, one of the lowest in the U.S. Ferris says a majority of student athletes at Wyoming Indian are vaccinated, and they're also tested every 10 days.\u003c/p>\n\u003cp>\"It's allowed us to actually complete a season without canceling any games. And I know we've been short players here and there, but we've haven't had to cancel any games,\" he says.\u003c/p>\n\u003cp>Masks are not required during games, but the girls basketball team here has kept theirs on during competition throughout the pandemic.\u003c/p>\n\u003cp>\"To my knowledge, they're the only ones that are still wearing them while they're competing,\" says Ron Laird, commissioner for the Wyoming High School Activities Association.\u003c/p>\n\u003cp>The Wyoming Indian girls team has won the last three state basketball championships in a row, and could again this year in a few weeks.\u003c/p>\n\u003cp>Laird says that COVID-19 protocols vary across Wyoming, but they are strictest on the Wind River.\u003c/p>\n\u003cp>Northern Arapaho chairman Jordan Dresser says lax COVID protocols in other places in the state are one reason they're maintaining the mask mandate on the reservation.\u003c/p>\n\u003cp>\"A few weeks ago, we had the surge from the Omicron. And you know, we reached pretty high numbers like six, 700 individuals tested positive, but we only had like one hospitalization,\" he says.\u003c/p>\n\u003cp>Dresser says that the reservation's mask mandate isn't going anywhere.\u003c/p>\n\u003cp>\"Unfortunately, as soon as you step off, the reservation is when you get the people who are majority are not vaccinated. So I just see, in theory, the mask mandate, something that is good for a while,\" he says.\u003c/p>\n\u003cp>COVID-19 has made the last couple of seasons challenging, but hasn't changed captain Videl C'Bearing's goals for the future.\u003c/p>\n\u003cp>\"One of my dreams is to play college basketball, that's what I really want, you know hopefully I can go somewhere and play. And just come back here and pretty much do what my coaches do,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tribes on Wind River also lowered building occupancy, required schools to provide virtual learning for students to stay home from school, and required anyone working with children on the Wind River to get vaccinated.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 Wyoming Public Radio. To see more, visit \u003ca href=\"https://www.wyomingpublicmedia.org\">Wyoming Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+reservation+has+Wyoming%27s+strictest+COVID-19+rules.+Student+athletes+are+glad&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Student athletes on the Wind River Reservation in Wyoming are grateful mask mandates aren't going away there, even as they continue to fall away across the country. They feel like the mandate has helped keep them healthy and competing as other schools across the state have had to cancel games because of covid infections.\u003c/p>\n\u003cp>On a recent basketball game night at Wyoming Indian High School in the reservation town of Ethete, the announcer introduces the hometown Chiefs in a mix of English and Arapaho.\u003c/p>\n\u003cp>The gym is usually packed, but this year because of COVID-19 protocols the crowds have been reduced.\u003c/p>\n\u003cp>The Wind River Reservation, home to the Eastern Shoshone and Northern Arapaho tribes, has had a mask mandate since early in the pandemic. That's unusual in Wyoming, a conservative state where COVID-19 restrictions are not popular.\u003c/p>\n\u003cp>Chiefs team captain Videl C'Bearing, a senior, says being able to play ball has really helped him get through the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You need physical activity to help you get your mind straight. And that's what I think about basketball, it's therapy. Like when I'm mad, or whatever, my just first thought is, 'Man, I'm gonna go shoot around somewhere,' \" he says.\u003c/p>\n\u003cp>Wyoming Indian Basketball Coach Craig Ferris graduated from the school in 1995, played college basketball and came back to coach at his old high school. He's been the coach here for 18 years.\u003c/p>\n\u003cp>He's a fan of the mask mandate.\u003c/p>\n\u003cp>\"We've heard of a couple of teams that canceled games through the weekend because they've had no real mask mandate, but have positives in their school and they've had to basically shut the whole team down,\" he says.\u003c/p>\n\u003ch3>COVID-19 protocols on the Wind River are the strictest across Wyoming\u003c/h3>\n\u003cp>The tribes say that the reservation's vaccination rate is around 70-80%. \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">Wyoming as a whole is at 50%\u003c/a>, one of the lowest in the U.S. Ferris says a majority of student athletes at Wyoming Indian are vaccinated, and they're also tested every 10 days.\u003c/p>\n\u003cp>\"It's allowed us to actually complete a season without canceling any games. And I know we've been short players here and there, but we've haven't had to cancel any games,\" he says.\u003c/p>\n\u003cp>Masks are not required during games, but the girls basketball team here has kept theirs on during competition throughout the pandemic.\u003c/p>\n\u003cp>\"To my knowledge, they're the only ones that are still wearing them while they're competing,\" says Ron Laird, commissioner for the Wyoming High School Activities Association.\u003c/p>\n\u003cp>The Wyoming Indian girls team has won the last three state basketball championships in a row, and could again this year in a few weeks.\u003c/p>\n\u003cp>Laird says that COVID-19 protocols vary across Wyoming, but they are strictest on the Wind River.\u003c/p>\n\u003cp>Northern Arapaho chairman Jordan Dresser says lax COVID protocols in other places in the state are one reason they're maintaining the mask mandate on the reservation.\u003c/p>\n\u003cp>\"A few weeks ago, we had the surge from the Omicron. And you know, we reached pretty high numbers like six, 700 individuals tested positive, but we only had like one hospitalization,\" he says.\u003c/p>\n\u003cp>Dresser says that the reservation's mask mandate isn't going anywhere.\u003c/p>\n\u003cp>\"Unfortunately, as soon as you step off, the reservation is when you get the people who are majority are not vaccinated. So I just see, in theory, the mask mandate, something that is good for a while,\" he says.\u003c/p>\n\u003cp>COVID-19 has made the last couple of seasons challenging, but hasn't changed captain Videl C'Bearing's goals for the future.\u003c/p>\n\u003cp>\"One of my dreams is to play college basketball, that's what I really want, you know hopefully I can go somewhere and play. And just come back here and pretty much do what my coaches do,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tribes on Wind River also lowered building occupancy, required schools to provide virtual learning for students to stay home from school, and required anyone working with children on the Wind River to get vaccinated.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 Wyoming Public Radio. To see more, visit \u003ca href=\"https://www.wyomingpublicmedia.org\">Wyoming Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+reservation+has+Wyoming%27s+strictest+COVID-19+rules.+Student+athletes+are+glad&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 states announce they're dropping mask mandates for schools",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated February 7, 2022 at 5:39 PM ET\u003c/strong>\u003c/div>\n\u003cp>Oregon is the latest state to set plans to lift its statewide mask mandate for schools, following earlier announcements Monday from New Jersey, Connecticut and Delaware.\u003c/p>\n\u003cp>The loosening guidelines are signs that the four states are changing how they manage the COVID-19 pandemic as cases from the omicron surge continue to subside.\u003c/p>\n\u003cp>Oregon health officials announced Monday its end date for indoor mask requirements for public places and inside schools is March 31.\u003c/p>\n\u003cp>\"The evidence from Oregon and around the country is clear: masks save lives by slowing the spread of COVID-19,\" Oregon state health officer Dr. Dean Sidelinger said in a \u003ca href=\"https://covidblog.oregon.gov/indoor-mask-requirement-to-be-lifted-no-later-than-march-31-2022/\">news release\u003c/a>.\u003c/p>\n\u003cp>Connecticut Gov. Ned Lamont \u003ca href=\"https://youtu.be/k5YN95tCtJQ\">recommended Monday\u003c/a> that the state end the statewide mask mandate on Feb. 28 — the earliest date of the three states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After the state mandate is lifted, the Democratic governor said it would be up to local leaders, like mayors or superintendents, to make their own decisions on mask requirements.\u003c/p>\n\u003cp>\"Today with boosters, given vaccines, given the N95 masks, you are in a better position to keep yourself safe,\" Lamont said at a press conference.\u003c/p>\n\u003cp>The Garden State will lift its mask mandate in schools for both students and employees beginning on March 7, New Jersey Gov. Phil Murphy said Monday morning, though districts will still be able to require masking to control any spikes in infections. The news was first \u003ca href=\"https://www.nytimes.com/2022/02/07/nyregion/nj-school-mask-mandate-murphy.html\">reported by The New York Times\u003c/a>.\u003c/p>\n\u003cp>\"Balancing public health with getting back to some semblance of normalcy is not easy. But we can responsibly take this step due to declining COVID numbers and growth in vaccinations,\" Murphy \u003ca href=\"https://twitter.com/GovMurphy/status/1490723235138318337\">said in a tweet\u003c/a>.\u003c/p>\n\u003cp>New Jersey was among the hardest-hit states early in the pandemic, and Murphy implemented a variety of strict public health measures to control the virus, garnering both praise and criticism for the aggressive approach to controlling COVID-19's spread.\u003c/p>\n\u003cp>Murphy said employees and students can still choose to wear masks in schools where they aren't required.\u003c/p>\n\u003cp>Delaware's indoor mask mandate for public and private K-12 schools and child care facilities will end on March 31, Gov. John Carney \u003ca href=\"https://news.delaware.gov/2022/02/07/governor-carney-announces-expiration-of-universal-indoor-mask-mandate-on-february-11/\">announced\u003c/a>. The universal indoor mask mandate expires Friday.\u003c/p>\n\u003cp>He said the date would give districts and schools time to consider local masking requirements and allow the state to update its quarantine and contact tracing guidance.\u003c/p>\n\u003cp>\"We're in a much better place than we were several weeks ago in the middle of the Omicron surge of COVID-19 cases and hospitalizations,\" Carney said in a statement.\u003c/p>\n\u003cp>\"I want to be clear about this point — COVID is still circulating in our communities. And the virus still poses a risk of serious illness, particularly among those who are not up to date on their vaccinations,\" he added. \"But we have the tools to keep ourselves and each other safe.\"\u003c/p>\n\u003cp>California announced Monday it will end indoor masking requirements for vaccinated people on Feb. 15, but that doesn't extend to schools.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this story originally appeared \u003c/em>\u003ca href=\"https://www.npr.org/live-updates/morning-edition-2022-02-07#new-jersey-and-delaware-set-timelines-to-end-mask-mandates-for-schools\">\u003cem>in the\u003c/em> Morning Edition\u003cem> live blog\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+states+announce+they%27re+dropping+mask+mandates+for+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated February 7, 2022 at 5:39 PM ET\u003c/strong>\u003c/div>\n\u003cp>Oregon is the latest state to set plans to lift its statewide mask mandate for schools, following earlier announcements Monday from New Jersey, Connecticut and Delaware.\u003c/p>\n\u003cp>The loosening guidelines are signs that the four states are changing how they manage the COVID-19 pandemic as cases from the omicron surge continue to subside.\u003c/p>\n\u003cp>Oregon health officials announced Monday its end date for indoor mask requirements for public places and inside schools is March 31.\u003c/p>\n\u003cp>\"The evidence from Oregon and around the country is clear: masks save lives by slowing the spread of COVID-19,\" Oregon state health officer Dr. Dean Sidelinger said in a \u003ca href=\"https://covidblog.oregon.gov/indoor-mask-requirement-to-be-lifted-no-later-than-march-31-2022/\">news release\u003c/a>.\u003c/p>\n\u003cp>Connecticut Gov. Ned Lamont \u003ca href=\"https://youtu.be/k5YN95tCtJQ\">recommended Monday\u003c/a> that the state end the statewide mask mandate on Feb. 28 — the earliest date of the three states.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the state mandate is lifted, the Democratic governor said it would be up to local leaders, like mayors or superintendents, to make their own decisions on mask requirements.\u003c/p>\n\u003cp>\"Today with boosters, given vaccines, given the N95 masks, you are in a better position to keep yourself safe,\" Lamont said at a press conference.\u003c/p>\n\u003cp>The Garden State will lift its mask mandate in schools for both students and employees beginning on March 7, New Jersey Gov. Phil Murphy said Monday morning, though districts will still be able to require masking to control any spikes in infections. The news was first \u003ca href=\"https://www.nytimes.com/2022/02/07/nyregion/nj-school-mask-mandate-murphy.html\">reported by The New York Times\u003c/a>.\u003c/p>\n\u003cp>\"Balancing public health with getting back to some semblance of normalcy is not easy. But we can responsibly take this step due to declining COVID numbers and growth in vaccinations,\" Murphy \u003ca href=\"https://twitter.com/GovMurphy/status/1490723235138318337\">said in a tweet\u003c/a>.\u003c/p>\n\u003cp>New Jersey was among the hardest-hit states early in the pandemic, and Murphy implemented a variety of strict public health measures to control the virus, garnering both praise and criticism for the aggressive approach to controlling COVID-19's spread.\u003c/p>\n\u003cp>Murphy said employees and students can still choose to wear masks in schools where they aren't required.\u003c/p>\n\u003cp>Delaware's indoor mask mandate for public and private K-12 schools and child care facilities will end on March 31, Gov. John Carney \u003ca href=\"https://news.delaware.gov/2022/02/07/governor-carney-announces-expiration-of-universal-indoor-mask-mandate-on-february-11/\">announced\u003c/a>. The universal indoor mask mandate expires Friday.\u003c/p>\n\u003cp>He said the date would give districts and schools time to consider local masking requirements and allow the state to update its quarantine and contact tracing guidance.\u003c/p>\n\u003cp>\"We're in a much better place than we were several weeks ago in the middle of the Omicron surge of COVID-19 cases and hospitalizations,\" Carney said in a statement.\u003c/p>\n\u003cp>\"I want to be clear about this point — COVID is still circulating in our communities. And the virus still poses a risk of serious illness, particularly among those who are not up to date on their vaccinations,\" he added. \"But we have the tools to keep ourselves and each other safe.\"\u003c/p>\n\u003cp>California announced Monday it will end indoor masking requirements for vaccinated people on Feb. 15, but that doesn't extend to schools.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this story originally appeared \u003c/em>\u003ca href=\"https://www.npr.org/live-updates/morning-edition-2022-02-07#new-jersey-and-delaware-set-timelines-to-end-mask-mandates-for-schools\">\u003cem>in the\u003c/em> Morning Edition\u003cem> live blog\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+states+announce+they%27re+dropping+mask+mandates+for+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Joel Barron, a mother of two in Minnetonka, Minn., has a question for policymakers:\u003c/p>\n\u003cp>\"Will you look in my child's eyes when they do not have any food?\"\u003c/p>\n\u003cp>Until recently, Barron's children, ages 10 and 12, qualified for free school meals. During the last school year, when they and millions of other kids were learning remotely, Barron received the value of the meals they missed on a debit card that she could use to buy groceries herself.\u003c/p>\n\u003cp>The program, \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">called P-EBT\u003c/a>, began with the pandemic in March 2020.\u003c/p>\n\u003cp>\"It was a godsend,\" Barron says of the Pandemic Electronic Benefit Transfer program, which is administered by the U.S. Department of Agriculture (USDA). \"We were able to actually get through the whole month without trying to think about, 'Oh, we have to go to the food [pantry].' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That changed after Barron's school district reopened for in-person learning. Because a COVID-19 vaccine wasn't yet available for her 10-year-old son and her daughter struggles with asthma, Barron felt safer keeping them home again this school year and enrolling them in the district's online academy.\u003c/p>\n\u003cp>The problem is that, \u003ca href=\"https://fns-prod.azureedge.net/sites/default/files/resource-files/Attachment-1-PEBT-QA-School-Year-2021-2022.pdf\">according to USDA guidance\u003c/a>, \"a virtual academy, whether administered by the State or the school district, is not eligible to participate in the [National School Lunch Program (NSLP)].\" Which means no P-EBT this year for families like Barron's.\u003c/p>\n\u003ch2>The guidance excludes some students who are still learning remotely\u003c/h2>\n\u003cp>Most schools in the U.S. started the 2021-'22 school year in person, including Barron's district. But, she says, \"I decided what was best for my children was to have them attend the distance learning academy.\"\u003c/p>\n\u003cp>That academy is run by White Bear Lake Area Schools (WBLAS), and \u003ca href=\"https://www.isd624.org/academics/distance-learning-academy\">according to its website\u003c/a> is \"taught by WBLAS teachers, aligned with WBLAS curriculum and Minnesota state standards and designed to meet the same high levels of academic rigor present in traditional in-person school.\"\u003c/p>\n\u003cp>In short, Barron's kids still attend public school – just online. She was shocked when she realized, months into the school year, that decision meant they no longer qualified for P-EBT.\u003c/p>\n\u003cp>Barron took her confusion and frustration to social media in January. Her story appeared \u003ca href=\"https://thecounter.org/p-ebt-families-children-virtual-learning-school-lunch-hunger/\">in The Counter\u003c/a>, a food journalism website, and she even \u003ca href=\"https://twitter.com/jojomagicc/status/1482063767202680844?s=20&t=lbjK6O2TOxuQALHmARGeFw\">challenged NPR on Twitter\u003c/a>: \"Will you write an article on P-ebt and how virtual student[s] are left out\"?\u003c/p>\n\u003cp>USDA, meanwhile, says students cannot receive P-EBT benefits this year if they attend a program that has not traditionally offered school meals, like a virtual academy.\u003c/p>\n\u003cp>\"Benefits are available to children who would have received free or reduced price meals at their schools... if not for their schools' closure or reduced attendance or hours in response to the COVID emergency,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003ch2>\"I feel like I was punished for making the best choice for my child.\"\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.brookings.edu/research/an-update-on-the-effect-of-pandemic-ebt-on-measures-of-food-hardship/\">an analysis by the Brookings Institution,\u003c/a> P-EBT \"significantly reduced food hardship in the winter, spring, and summer of 2020-21.\"\u003c/p>\n\u003cp>Anti-hunger advocates say it's important for policymakers to understand that some families still don't feel comfortable returning to brick-and-mortar schools, and the USDA shouldn't simply cut them off from money that helped put food on their tables last year.\u003c/p>\n\u003cp>\"We're trying to fit the current problem into rules that were designed pre-pandemic,\" says Rachel Cooper, a senior policy analyst with the nonprofit think tank Every Texan.\u003c/p>\n\u003cp>Yes, virtual academies are traditionally excluded from the school lunch program, Cooper says, but there's nothing traditional about this school year. Many vulnerable children depended on P-EBT last year and are now enrolled in virtual schools because of continued COVID concerns.\u003c/p>\n\u003cp>In many places, these academies are families' only remaining online option.\u003c/p>\n\u003cp>Cooper says the USDA is forcing some families to choose between keeping children home, for fear of COVID, and sending them back to school so they can receive free breakfast and lunch.\u003c/p>\n\u003cp>\"That is a choice that we shouldn't be forcing families to make. It is a technicality that is playing out on the most vulnerable families,\" she explains. \"\u003cem>Kinship\u003c/em> families – kids being raised by grandparents who are at high risk themselves, and ... they're on fixed incomes. P-EBT and free school meals are critical for them. And so having it cut off really means there's nothing to put on the dinner table.\"\u003c/p>\n\u003cp>Many parents and caregivers, including Barron, say they had no idea enrolling in a virtual academy would cut off access to P-EBT. Barron's district is still offering meals to go, but they must be picked up and Barron has no car.\u003c/p>\n\u003cp>\"I feel like I was punished for making the best choice for my child,\" Barron says. \"I never wanted to keep my children away from school.\" They loved school, she says.\u003c/p>\n\u003ch2>Not all students have been cut off from P-EBT\u003c/h2>\n\u003cp>USDA's guidance does allow P-EBT for students who are learning virtually \u003cem>temporarily\u003c/em>.\u003c/p>\n\u003cp>Students who attend schools that participate in the school lunch program and \"that adopt a hybrid schedule or temporarily switch to virtual instruction in response to COVID are eligible for P-EBT benefits on those remote learning days,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003cp>But to continue to provide P-EBT benefits, even in these limited situations, states must meet strict new USDA reporting requirements – and before they can access the funds, they have to submit plans outlining how they'll do that. Halfway through this school year, 29 states have submitted their plans. \u003ca href=\"https://www.fns.usda.gov/snap/state-guidance-coronavirus-pandemic-ebt-pebt\">Just 12 have been approved\u003c/a>.\u003c/p>\n\u003cp>\"USDA is requiring that [schools] have a process to be able to track those individual kids [who are receiving P-EBT]. And that's not data that states and school districts ever really track,\" says Lisa Davis, senior vice president of Share Our Strength's No Kid Hungry campaign. \"It's very, very onerous to determine if Susie's out because of COVID or for another reason ... so because of that, we know that some states have been hesitant to apply [for P-EBT].\"\u003c/p>\n\u003cp>\"Nobody's ill-intentioned,\" Davis says, pointing out that USDA can no longer make broad assumptions about who qualifies for P-EBT as it did last year, when entire districts were remote. But asking schools to meet strict new rules and provide more detailed data, especially when staffing has been stretched thin by the surge in coronavirus cases, is unrealistic in many places, if not impossible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And Davis warns of another crisis looming: States that don't submit a school-year P-EBT plan won't be able to offer the program to students \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">over the summer\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+families+are+being+forced+to+choose+between+remote+learning+and+school+meals&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Joel Barron, a mother of two in Minnetonka, Minn., has a question for policymakers:\u003c/p>\n\u003cp>\"Will you look in my child's eyes when they do not have any food?\"\u003c/p>\n\u003cp>Until recently, Barron's children, ages 10 and 12, qualified for free school meals. During the last school year, when they and millions of other kids were learning remotely, Barron received the value of the meals they missed on a debit card that she could use to buy groceries herself.\u003c/p>\n\u003cp>The program, \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">called P-EBT\u003c/a>, began with the pandemic in March 2020.\u003c/p>\n\u003cp>\"It was a godsend,\" Barron says of the Pandemic Electronic Benefit Transfer program, which is administered by the U.S. Department of Agriculture (USDA). \"We were able to actually get through the whole month without trying to think about, 'Oh, we have to go to the food [pantry].' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That changed after Barron's school district reopened for in-person learning. Because a COVID-19 vaccine wasn't yet available for her 10-year-old son and her daughter struggles with asthma, Barron felt safer keeping them home again this school year and enrolling them in the district's online academy.\u003c/p>\n\u003cp>The problem is that, \u003ca href=\"https://fns-prod.azureedge.net/sites/default/files/resource-files/Attachment-1-PEBT-QA-School-Year-2021-2022.pdf\">according to USDA guidance\u003c/a>, \"a virtual academy, whether administered by the State or the school district, is not eligible to participate in the [National School Lunch Program (NSLP)].\" Which means no P-EBT this year for families like Barron's.\u003c/p>\n\u003ch2>The guidance excludes some students who are still learning remotely\u003c/h2>\n\u003cp>Most schools in the U.S. started the 2021-'22 school year in person, including Barron's district. But, she says, \"I decided what was best for my children was to have them attend the distance learning academy.\"\u003c/p>\n\u003cp>That academy is run by White Bear Lake Area Schools (WBLAS), and \u003ca href=\"https://www.isd624.org/academics/distance-learning-academy\">according to its website\u003c/a> is \"taught by WBLAS teachers, aligned with WBLAS curriculum and Minnesota state standards and designed to meet the same high levels of academic rigor present in traditional in-person school.\"\u003c/p>\n\u003cp>In short, Barron's kids still attend public school – just online. She was shocked when she realized, months into the school year, that decision meant they no longer qualified for P-EBT.\u003c/p>\n\u003cp>Barron took her confusion and frustration to social media in January. Her story appeared \u003ca href=\"https://thecounter.org/p-ebt-families-children-virtual-learning-school-lunch-hunger/\">in The Counter\u003c/a>, a food journalism website, and she even \u003ca href=\"https://twitter.com/jojomagicc/status/1482063767202680844?s=20&t=lbjK6O2TOxuQALHmARGeFw\">challenged NPR on Twitter\u003c/a>: \"Will you write an article on P-ebt and how virtual student[s] are left out\"?\u003c/p>\n\u003cp>USDA, meanwhile, says students cannot receive P-EBT benefits this year if they attend a program that has not traditionally offered school meals, like a virtual academy.\u003c/p>\n\u003cp>\"Benefits are available to children who would have received free or reduced price meals at their schools... if not for their schools' closure or reduced attendance or hours in response to the COVID emergency,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003ch2>\"I feel like I was punished for making the best choice for my child.\"\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.brookings.edu/research/an-update-on-the-effect-of-pandemic-ebt-on-measures-of-food-hardship/\">an analysis by the Brookings Institution,\u003c/a> P-EBT \"significantly reduced food hardship in the winter, spring, and summer of 2020-21.\"\u003c/p>\n\u003cp>Anti-hunger advocates say it's important for policymakers to understand that some families still don't feel comfortable returning to brick-and-mortar schools, and the USDA shouldn't simply cut them off from money that helped put food on their tables last year.\u003c/p>\n\u003cp>\"We're trying to fit the current problem into rules that were designed pre-pandemic,\" says Rachel Cooper, a senior policy analyst with the nonprofit think tank Every Texan.\u003c/p>\n\u003cp>Yes, virtual academies are traditionally excluded from the school lunch program, Cooper says, but there's nothing traditional about this school year. Many vulnerable children depended on P-EBT last year and are now enrolled in virtual schools because of continued COVID concerns.\u003c/p>\n\u003cp>In many places, these academies are families' only remaining online option.\u003c/p>\n\u003cp>Cooper says the USDA is forcing some families to choose between keeping children home, for fear of COVID, and sending them back to school so they can receive free breakfast and lunch.\u003c/p>\n\u003cp>\"That is a choice that we shouldn't be forcing families to make. It is a technicality that is playing out on the most vulnerable families,\" she explains. \"\u003cem>Kinship\u003c/em> families – kids being raised by grandparents who are at high risk themselves, and ... they're on fixed incomes. P-EBT and free school meals are critical for them. And so having it cut off really means there's nothing to put on the dinner table.\"\u003c/p>\n\u003cp>Many parents and caregivers, including Barron, say they had no idea enrolling in a virtual academy would cut off access to P-EBT. Barron's district is still offering meals to go, but they must be picked up and Barron has no car.\u003c/p>\n\u003cp>\"I feel like I was punished for making the best choice for my child,\" Barron says. \"I never wanted to keep my children away from school.\" They loved school, she says.\u003c/p>\n\u003ch2>Not all students have been cut off from P-EBT\u003c/h2>\n\u003cp>USDA's guidance does allow P-EBT for students who are learning virtually \u003cem>temporarily\u003c/em>.\u003c/p>\n\u003cp>Students who attend schools that participate in the school lunch program and \"that adopt a hybrid schedule or temporarily switch to virtual instruction in response to COVID are eligible for P-EBT benefits on those remote learning days,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003cp>But to continue to provide P-EBT benefits, even in these limited situations, states must meet strict new USDA reporting requirements – and before they can access the funds, they have to submit plans outlining how they'll do that. Halfway through this school year, 29 states have submitted their plans. \u003ca href=\"https://www.fns.usda.gov/snap/state-guidance-coronavirus-pandemic-ebt-pebt\">Just 12 have been approved\u003c/a>.\u003c/p>\n\u003cp>\"USDA is requiring that [schools] have a process to be able to track those individual kids [who are receiving P-EBT]. And that's not data that states and school districts ever really track,\" says Lisa Davis, senior vice president of Share Our Strength's No Kid Hungry campaign. \"It's very, very onerous to determine if Susie's out because of COVID or for another reason ... so because of that, we know that some states have been hesitant to apply [for P-EBT].\"\u003c/p>\n\u003cp>\"Nobody's ill-intentioned,\" Davis says, pointing out that USDA can no longer make broad assumptions about who qualifies for P-EBT as it did last year, when entire districts were remote. But asking schools to meet strict new rules and provide more detailed data, especially when staffing has been stretched thin by the surge in coronavirus cases, is unrealistic in many places, if not impossible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And Davis warns of another crisis looming: States that don't submit a school-year P-EBT plan won't be able to offer the program to students \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">over the summer\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+families+are+being+forced+to+choose+between+remote+learning+and+school+meals&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers are picking up slack for absent colleagues. They're covering for unfilled positions. And 55% of them say they will leave teaching sooner than they had originally planned, according to a poll of its members by the nation's largest teachers union.\u003c/p>\n\u003cp>The National Education Association\u003ca href=\"https://www.nea.org/about-nea/media-center/press-releases/nea-survey-massive-staff-shortages-schools-leading-educator\"> poll,\u003c/a> conducted in January, helps quantify the stress being placed on educators right now. It found that the number who say they'll leave the profession sooner has risen significantly since August. Among the NEA poll's other findings:\u003c/p>\n\u003cul>\n\u003cli>90% of its members say that feeling burned out is a serious problem.\u003c/li>\n\u003cli>86% say they have seen more educators leaving the profession or retiring early since the start of the pandemic.\u003c/li>\n\u003cli>80% report that unfilled job openings have led to more work obligations for those left.\u003c/li>\n\u003c/ul>\n\u003cp>\"Last summer, I started traveling across the country,\" says Becky Pringle, president of the NEA, which has nearly 3 million members, talking about the impetus for the survey. \"Without exception, every stop I made, from Kentucky to Oakland, I heard those similar stories of educators who were exhausted, overwhelmed, feeling unloved, disrespected.\"\u003c/p>\n\u003cp>The poll found a racial gap in discontent: 62% of Black teachers and 59% of Hispanic teachers say they will leave earlier than planned, compared with 55% overall. But the desire to leave the profession was at similar levels for rookies, midcareer educators and those closer to retirement.\u003c/p>\n\u003cp>\"Our morning emails every day start with the vacancies that have been unfilled,\" says Amber McCoy, an NEA member who teaches fourth grade in Huntington, W.Va. \"[It] will tell us where we have staffing shortages in the building and [ask] us to step in in any way or any time that we can.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She says it's less the 20-year veterans like herself and more the young teachers that are leaving, or considering leaving.\u003c/p>\n\u003cp>\"This is just not what they bargained for,\" McCoy says. \"I also mentor new teachers in my county and one of the girls that had done some clinical work in my classroom, she called me and she just said, 'Is it normal for me to cry every single day after school?' And I said, 'Honey, it's not normal. But this year it's not uncommon.' \"\u003c/p>\n\u003cp>Of course, saying that you're thinking about leaving, or reporting the perception that others are leaving, is not the same as actually putting in your notice. Still, the Bureau of Labor Statistics says there are 567,000 fewer educators in America's public schools today than there were before the pandemic. And the NEA's analysis of BLS data indicates that 43% of jobs posted are going unfilled.\u003c/p>\n\u003cp>When it comes to solutions, the NEA says money is uppermost in its members' minds. They support raising salaries and hiring more people. Pringle says the union has been amplifying the Biden administration's message that American Rescue Plan money — $122 billion in federal aid to K-12 schools — can and should be used to improve pay and create new positions.\u003c/p>\n\u003cp>\"We were asked to assist [U.S. Education Secretary Miguel Cardona] to really push on this part of the use of those funds,\" Pringle says, \"because some school districts were a little leery about using them to hire staff.\"\u003c/p>\n\u003cp>One big reason for that, she explained, is that the extra money is set to sunset within three years, whereas hiring someone or giving them a raise is an indefinite financial commitment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Yet even if the funding is temporary, Pringle argues, it's needed right now.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+than+half+of+teachers+are+looking+for+the+exits%2C+a+poll+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are picking up slack for absent colleagues. They're covering for unfilled positions. And 55% of them say they will leave teaching sooner than they had originally planned, according to a poll of its members by the nation's largest teachers union.\u003c/p>\n\u003cp>The National Education Association\u003ca href=\"https://www.nea.org/about-nea/media-center/press-releases/nea-survey-massive-staff-shortages-schools-leading-educator\"> poll,\u003c/a> conducted in January, helps quantify the stress being placed on educators right now. It found that the number who say they'll leave the profession sooner has risen significantly since August. Among the NEA poll's other findings:\u003c/p>\n\u003cul>\n\u003cli>90% of its members say that feeling burned out is a serious problem.\u003c/li>\n\u003cli>86% say they have seen more educators leaving the profession or retiring early since the start of the pandemic.\u003c/li>\n\u003cli>80% report that unfilled job openings have led to more work obligations for those left.\u003c/li>\n\u003c/ul>\n\u003cp>\"Last summer, I started traveling across the country,\" says Becky Pringle, president of the NEA, which has nearly 3 million members, talking about the impetus for the survey. \"Without exception, every stop I made, from Kentucky to Oakland, I heard those similar stories of educators who were exhausted, overwhelmed, feeling unloved, disrespected.\"\u003c/p>\n\u003cp>The poll found a racial gap in discontent: 62% of Black teachers and 59% of Hispanic teachers say they will leave earlier than planned, compared with 55% overall. But the desire to leave the profession was at similar levels for rookies, midcareer educators and those closer to retirement.\u003c/p>\n\u003cp>\"Our morning emails every day start with the vacancies that have been unfilled,\" says Amber McCoy, an NEA member who teaches fourth grade in Huntington, W.Va. \"[It] will tell us where we have staffing shortages in the building and [ask] us to step in in any way or any time that we can.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says it's less the 20-year veterans like herself and more the young teachers that are leaving, or considering leaving.\u003c/p>\n\u003cp>\"This is just not what they bargained for,\" McCoy says. \"I also mentor new teachers in my county and one of the girls that had done some clinical work in my classroom, she called me and she just said, 'Is it normal for me to cry every single day after school?' And I said, 'Honey, it's not normal. But this year it's not uncommon.' \"\u003c/p>\n\u003cp>Of course, saying that you're thinking about leaving, or reporting the perception that others are leaving, is not the same as actually putting in your notice. Still, the Bureau of Labor Statistics says there are 567,000 fewer educators in America's public schools today than there were before the pandemic. And the NEA's analysis of BLS data indicates that 43% of jobs posted are going unfilled.\u003c/p>\n\u003cp>When it comes to solutions, the NEA says money is uppermost in its members' minds. They support raising salaries and hiring more people. Pringle says the union has been amplifying the Biden administration's message that American Rescue Plan money — $122 billion in federal aid to K-12 schools — can and should be used to improve pay and create new positions.\u003c/p>\n\u003cp>\"We were asked to assist [U.S. Education Secretary Miguel Cardona] to really push on this part of the use of those funds,\" Pringle says, \"because some school districts were a little leery about using them to hire staff.\"\u003c/p>\n\u003cp>One big reason for that, she explained, is that the extra money is set to sunset within three years, whereas hiring someone or giving them a raise is an indefinite financial commitment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Yet even if the funding is temporary, Pringle argues, it's needed right now.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+than+half+of+teachers+are+looking+for+the+exits%2C+a+poll+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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