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"content": "\u003cp>Almost exactly one year ago, the pandemic caused a cascade of school and university closures, sending 9 out of 10 students home as the coronavirus raced through the United States and the rest of the world.\u003c/p>\n\u003cp>By Labor Day, 62% of U.S. students were still learning virtually, according to the organization Burbio. That number dropped significantly during the fall and rose in the winter as COVID-19 surged. And today, just under 1 in 4 public school students attends a district that still hasn't held a single day of in-person learning.\u003c/p>\n\u003cp>Colleges have seen widespread disruption, too: In the fall, only about 20% of four-year colleges offered any classes in person. And while that number has come up a bit for the spring semester, most college students — even if they live on campus — are taking classes virtually.\u003c/p>\n\u003cp>It may take years to understand what has been lost this year, and if history is any guide, it may take years to recover. There are mounting concerns about lost learning, social and emotional scars, and declining enrollment.\u003c/p>\n\u003cp>In our reporting over the past year, we've talked with hundreds of students and professors and parents and teachers about the massive disruption to their learning, their careers and their lives. This week, we checked back in with three of them — a teacher, a student and a parent — to find out what they are thinking and what they need now. Here are their stories:\u003c/p>\n\u003ch2>\u003cstrong>The teacher\u003c/strong>\u003c/h2>\n\u003cp>Robin Nelson is a first-grade teacher in Jacksonville, Fla. In March 2020, right after school shut down, she broke down in tears as she told us how much she missed her students: \"I had one little girl and her family that live in the neighborhood drive by, and she left little, you know, love notes and pictures on my doorstep.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Nelson, the separation was heartbreaking: \"You're not a teacher if you can't be with your kids. Computers are not kids. They're not your teacher.\"\u003c/p>\n\u003cp>Florida has been one of the most aggressive large states when it comes to reopening in-person school. By Oct. 1, Nelson was back in the classroom at Ortega Elementary School.\u003c/p>\n\u003cp>Since reopening, the school does its best to follow CDC guidelines: Her students, all in masks, are spaced with an empty desk between them. Lunch takes place in the classroom, with students watching a Disney movie to prevent too much conversation. Everyone coming in the door gets a pump of hand sanitizer and a choice of COVID-safe greeting — like toe-tapping or hip-bumping.\u003c/p>\n\u003cp>Even with the social distancing, Nelson says, \"I'm just so happy to have my hands on 'em. Computer teaching is not the same. It's just not.\"\u003c/p>\n\u003cp>Her school is small and close-knit, and there have been no outbreaks. But not everything is back to normal. Some of her students have missed weeks at a time for quarantine because their families are front-line workers.\u003c/p>\n\u003cp>The lost learning time adds up. Especially, she says, with students who are still struggling to catch up from the year before. \"They didn't learn what they needed to learn to enter first grade. And then if they were more behind, they're more behind even still. So there's definitely that loss of learning.\"\u003c/p>\n\u003cp>She says that, despite the disruption, her district hasn't officially changed its student achievement targets from previous years; the state is going ahead with testing next month, as the Biden administration is requiring states to do. Nelson says teachers need to strike a balance when it comes to catch-up expectations.\u003c/p>\n\u003cp>\"If you push too hard, the kids are going to shut down because they can't make it happen. But if then if you act wishy-washy, they're not going to try to rise to any occasion.\"\u003c/p>\n\u003cp>Despite these tensions, on the day we talk there is one big bright spot: She has just gotten her first dose of a coronavirus vaccine.\u003c/p>\n\u003ch2>\u003cstrong>The college freshman\u003c/strong>\u003c/h2>\n\u003cp>The end of senior year of high school didn't go exactly as Alexis Jones had planned. Everything was online — including her AP exams. And instead of a spacious school surrounded by friends and teachers, she found herself studying and taking classes in her father's cramped two-bedroom apartment in Washington, D.C.\u003c/p>\n\u003cp>Alexis is a top student, with a passion for art and social justice. But even dreaming about college, which usually brought solace and joy, was nerve-wracking: \"It's weird to think about college when other stuff is going on that's threatening the health of people,\" she told us last March. \"Maybe I'll have to rethink my plans, or I hate to say, not go to college next year. But I'll just have to play it by ear. I guess.\"\u003c/p>\n\u003cp>When we spoke with her again in late April, she had some big news: She had committed to Cornell University in Ithaca, N.Y. She'd been dreaming about California, but with the pandemic, she wanted a location her dad could drive to, in case he needed to come pick her up in an emergency.\u003c/p>\n\u003cp>By May, the delight of getting into an Ivy League school was overshadowed by the uncertainty of the pandemic: \"I don't know how to feel because I don't know if I'm going to be going immediately in the fall, but I guess I'm still excited.\"\u003c/p>\n\u003cp>But Cornell was among the roughly 20% of colleges that opened up in-person, with regular weekly testing. Jones had never visited the school before, and says she'll always remember the first thing she did when she finally arrived: take a COVID-19 test.\u003c/p>\n\u003cp>\"I got tested. I got my I.D. I got my [dorm] key,\" she said. Because of pandemic protocols that limited building access, she carried all her belongings to her room by herself. She decorated her new home — a double room all to herself — and settled in.\u003c/p>\n\u003cp>In the fall she had some in-person classes. Although everyone was six feet apart and wearing masks, she said it really did feel like college, with discussions and interactions. This semester, her classes are all online, which means she doesn't even have to leave her room, except to get food.\u003c/p>\n\u003cp>It's not ideal, but it's what she's got — and she says she's thriving. This week started with a meeting on Zoom with her Japanese language professor.\u003c/p>\n\u003cp>\"\u003cem>Konnichiwa\u003c/em>,\" Jones says into her computer. \"\u003cem>Konnichiwa, Jones-san\u003c/em>\", her professor says back. \"\u003cem>Nihongo wa taihen desu ka?\u003c/em>\" (Japanese is tough, right?) her professor asks. \"Yes, it is hard,\" Jones replies, laughing.\u003c/p>\n\u003cp>Jones says that in high school she would spend her free time making art or reading books. So the stunted social life on campus hasn't really been a problem. \"I'm not like a social, social, social person,\" she says.\u003c/p>\n\u003cp>She's made a few friends through social media — and study groups. She has yet to go to a college party (which even though she's not a \"party girl,\" she \u003cem>was \u003c/em>looking forward to experiencing).\u003c/p>\n\u003cp>Instead, social highlights include having a few people over to her room. But even that comes with COVID stress.\u003c/p>\n\u003cp>\"I still think that is a risk,\" she says. \"You know, I am letting my friends, new friends into my room. Like I don't know these people. I don't know where they've been.\"\u003c/p>\n\u003cp>Looking back, she's glad she landed on a campus that invested in testing to make being in-person possible.\u003c/p>\n\u003cp>And she's hopeful she'll get to go to that big college party someday. \"I know I haven't gotten the typical freshman experience,\" she says, \"but luckily I am a freshman, so I still have three more years before I'm graduating to see what college is actually like.\"\u003c/p>\n\u003cp>And while she's looking forward to the social stuff, she says she's really here to learn, to grow and to graduate.\u003c/p>\n\u003ch2>\u003cstrong>The parent \u003c/strong>\u003c/h2>\n\u003cp>Kendra Mendoza lives in Providence, R.I., with her two kids, both teenagers. She's a single parent and works long hours as a home health care provider.\u003c/p>\n\u003cfigure id=\"attachment_57496\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57496\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kendra Mendoza's son, Joshua, has cerebral palsy. Remote learning has been a big challenge. \u003ccite>(Scott Alario for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During our first interview, back in August, she was very frank about the challenges she was facing in the pandemic, even laughing about it: \"I have a lot to say, a lot of opinions, and I don't got any answers.\"\u003c/p>\n\u003cp>Mendoza's 17-year-old son, Joshua, has cerebral palsy and a cluster of conditions that put him in a wheel chair and fragile health.\u003c/p>\n\u003cp>Mendoza said back in August that all of Joshua's therapies had stopped because of the pandemic, but she had recently been told he could go back to school in the fall. At the time, she was wrestling with whether to send him. She worried then that because of her son's physical challenges, if he got COVID-19, he could die.\u003c/p>\n\u003cp>It's now six months later, and we recently caught up with Kendra Mendoza on a Saturday morning Zoom call. The laugh was still there, but Mendoza said life has gotten harder.\u003c/p>\n\u003cp>Her rent has gone up and, even though she pays her bills on time, her water got shut off for two weeks in December. Her focus, though, is on Joshua. After we spoke in August, she decided to keep him home. Coronavirus was just too scary.\u003c/p>\n\u003cp>But it's not quite working anymore. Normally, her son is very social, \"making all kinds of jokes and noises and trying to bring up conversation. He's just so sociable and happy. He loves music.\"\u003c/p>\n\u003cp>But he's been out of school now now for a full year, she says, and Joshua has become increasingly lonely.\u003c/p>\n\u003cp>He misses his best friend, Kobe, who also has special needs. So, Mendoza was thinking recently, maybe it's time for Joshua to go back to school.\u003c/p>\n\u003cp>But, when she asked him: What do you want?\u003c/p>\n\u003cp>To her surprise, he said, he wants to stay home. Like so many parents, Mendoza has fought hard for a sense of control in this pandemic.\u003c/p>\n\u003cp>One year in, though, she's realizing, she can't control everything, and she's trying to be OK with that. \"I'm working on it, I'm working on it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's time, she says, for Joshua to be able \"to choose his happiness\" — and for her to worry less.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Year+Of+School+Like+No+Other%3A+How+A+Teacher%2C+A+Student+And+A+Parent+Have+Coped+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Almost exactly one year ago, the pandemic caused a cascade of school and university closures, sending 9 out of 10 students home as the coronavirus raced through the United States and the rest of the world.\u003c/p>\n\u003cp>By Labor Day, 62% of U.S. students were still learning virtually, according to the organization Burbio. That number dropped significantly during the fall and rose in the winter as COVID-19 surged. And today, just under 1 in 4 public school students attends a district that still hasn't held a single day of in-person learning.\u003c/p>\n\u003cp>Colleges have seen widespread disruption, too: In the fall, only about 20% of four-year colleges offered any classes in person. And while that number has come up a bit for the spring semester, most college students — even if they live on campus — are taking classes virtually.\u003c/p>\n\u003cp>It may take years to understand what has been lost this year, and if history is any guide, it may take years to recover. There are mounting concerns about lost learning, social and emotional scars, and declining enrollment.\u003c/p>\n\u003cp>In our reporting over the past year, we've talked with hundreds of students and professors and parents and teachers about the massive disruption to their learning, their careers and their lives. This week, we checked back in with three of them — a teacher, a student and a parent — to find out what they are thinking and what they need now. Here are their stories:\u003c/p>\n\u003ch2>\u003cstrong>The teacher\u003c/strong>\u003c/h2>\n\u003cp>Robin Nelson is a first-grade teacher in Jacksonville, Fla. In March 2020, right after school shut down, she broke down in tears as she told us how much she missed her students: \"I had one little girl and her family that live in the neighborhood drive by, and she left little, you know, love notes and pictures on my doorstep.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Nelson, the separation was heartbreaking: \"You're not a teacher if you can't be with your kids. Computers are not kids. They're not your teacher.\"\u003c/p>\n\u003cp>Florida has been one of the most aggressive large states when it comes to reopening in-person school. By Oct. 1, Nelson was back in the classroom at Ortega Elementary School.\u003c/p>\n\u003cp>Since reopening, the school does its best to follow CDC guidelines: Her students, all in masks, are spaced with an empty desk between them. Lunch takes place in the classroom, with students watching a Disney movie to prevent too much conversation. Everyone coming in the door gets a pump of hand sanitizer and a choice of COVID-safe greeting — like toe-tapping or hip-bumping.\u003c/p>\n\u003cp>Even with the social distancing, Nelson says, \"I'm just so happy to have my hands on 'em. Computer teaching is not the same. It's just not.\"\u003c/p>\n\u003cp>Her school is small and close-knit, and there have been no outbreaks. But not everything is back to normal. Some of her students have missed weeks at a time for quarantine because their families are front-line workers.\u003c/p>\n\u003cp>The lost learning time adds up. Especially, she says, with students who are still struggling to catch up from the year before. \"They didn't learn what they needed to learn to enter first grade. And then if they were more behind, they're more behind even still. So there's definitely that loss of learning.\"\u003c/p>\n\u003cp>She says that, despite the disruption, her district hasn't officially changed its student achievement targets from previous years; the state is going ahead with testing next month, as the Biden administration is requiring states to do. Nelson says teachers need to strike a balance when it comes to catch-up expectations.\u003c/p>\n\u003cp>\"If you push too hard, the kids are going to shut down because they can't make it happen. But if then if you act wishy-washy, they're not going to try to rise to any occasion.\"\u003c/p>\n\u003cp>Despite these tensions, on the day we talk there is one big bright spot: She has just gotten her first dose of a coronavirus vaccine.\u003c/p>\n\u003ch2>\u003cstrong>The college freshman\u003c/strong>\u003c/h2>\n\u003cp>The end of senior year of high school didn't go exactly as Alexis Jones had planned. Everything was online — including her AP exams. And instead of a spacious school surrounded by friends and teachers, she found herself studying and taking classes in her father's cramped two-bedroom apartment in Washington, D.C.\u003c/p>\n\u003cp>Alexis is a top student, with a passion for art and social justice. But even dreaming about college, which usually brought solace and joy, was nerve-wracking: \"It's weird to think about college when other stuff is going on that's threatening the health of people,\" she told us last March. \"Maybe I'll have to rethink my plans, or I hate to say, not go to college next year. But I'll just have to play it by ear. I guess.\"\u003c/p>\n\u003cp>When we spoke with her again in late April, she had some big news: She had committed to Cornell University in Ithaca, N.Y. She'd been dreaming about California, but with the pandemic, she wanted a location her dad could drive to, in case he needed to come pick her up in an emergency.\u003c/p>\n\u003cp>By May, the delight of getting into an Ivy League school was overshadowed by the uncertainty of the pandemic: \"I don't know how to feel because I don't know if I'm going to be going immediately in the fall, but I guess I'm still excited.\"\u003c/p>\n\u003cp>But Cornell was among the roughly 20% of colleges that opened up in-person, with regular weekly testing. Jones had never visited the school before, and says she'll always remember the first thing she did when she finally arrived: take a COVID-19 test.\u003c/p>\n\u003cp>\"I got tested. I got my I.D. I got my [dorm] key,\" she said. Because of pandemic protocols that limited building access, she carried all her belongings to her room by herself. She decorated her new home — a double room all to herself — and settled in.\u003c/p>\n\u003cp>In the fall she had some in-person classes. Although everyone was six feet apart and wearing masks, she said it really did feel like college, with discussions and interactions. This semester, her classes are all online, which means she doesn't even have to leave her room, except to get food.\u003c/p>\n\u003cp>It's not ideal, but it's what she's got — and she says she's thriving. This week started with a meeting on Zoom with her Japanese language professor.\u003c/p>\n\u003cp>\"\u003cem>Konnichiwa\u003c/em>,\" Jones says into her computer. \"\u003cem>Konnichiwa, Jones-san\u003c/em>\", her professor says back. \"\u003cem>Nihongo wa taihen desu ka?\u003c/em>\" (Japanese is tough, right?) her professor asks. \"Yes, it is hard,\" Jones replies, laughing.\u003c/p>\n\u003cp>Jones says that in high school she would spend her free time making art or reading books. So the stunted social life on campus hasn't really been a problem. \"I'm not like a social, social, social person,\" she says.\u003c/p>\n\u003cp>She's made a few friends through social media — and study groups. She has yet to go to a college party (which even though she's not a \"party girl,\" she \u003cem>was \u003c/em>looking forward to experiencing).\u003c/p>\n\u003cp>Instead, social highlights include having a few people over to her room. But even that comes with COVID stress.\u003c/p>\n\u003cp>\"I still think that is a risk,\" she says. \"You know, I am letting my friends, new friends into my room. Like I don't know these people. I don't know where they've been.\"\u003c/p>\n\u003cp>Looking back, she's glad she landed on a campus that invested in testing to make being in-person possible.\u003c/p>\n\u003cp>And she's hopeful she'll get to go to that big college party someday. \"I know I haven't gotten the typical freshman experience,\" she says, \"but luckily I am a freshman, so I still have three more years before I'm graduating to see what college is actually like.\"\u003c/p>\n\u003cp>And while she's looking forward to the social stuff, she says she's really here to learn, to grow and to graduate.\u003c/p>\n\u003ch2>\u003cstrong>The parent \u003c/strong>\u003c/h2>\n\u003cp>Kendra Mendoza lives in Providence, R.I., with her two kids, both teenagers. She's a single parent and works long hours as a home health care provider.\u003c/p>\n\u003cfigure id=\"attachment_57496\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57496\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kendra Mendoza's son, Joshua, has cerebral palsy. Remote learning has been a big challenge. \u003ccite>(Scott Alario for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During our first interview, back in August, she was very frank about the challenges she was facing in the pandemic, even laughing about it: \"I have a lot to say, a lot of opinions, and I don't got any answers.\"\u003c/p>\n\u003cp>Mendoza's 17-year-old son, Joshua, has cerebral palsy and a cluster of conditions that put him in a wheel chair and fragile health.\u003c/p>\n\u003cp>Mendoza said back in August that all of Joshua's therapies had stopped because of the pandemic, but she had recently been told he could go back to school in the fall. At the time, she was wrestling with whether to send him. She worried then that because of her son's physical challenges, if he got COVID-19, he could die.\u003c/p>\n\u003cp>It's now six months later, and we recently caught up with Kendra Mendoza on a Saturday morning Zoom call. The laugh was still there, but Mendoza said life has gotten harder.\u003c/p>\n\u003cp>Her rent has gone up and, even though she pays her bills on time, her water got shut off for two weeks in December. Her focus, though, is on Joshua. After we spoke in August, she decided to keep him home. Coronavirus was just too scary.\u003c/p>\n\u003cp>But it's not quite working anymore. Normally, her son is very social, \"making all kinds of jokes and noises and trying to bring up conversation. He's just so sociable and happy. He loves music.\"\u003c/p>\n\u003cp>But he's been out of school now now for a full year, she says, and Joshua has become increasingly lonely.\u003c/p>\n\u003cp>He misses his best friend, Kobe, who also has special needs. So, Mendoza was thinking recently, maybe it's time for Joshua to go back to school.\u003c/p>\n\u003cp>But, when she asked him: What do you want?\u003c/p>\n\u003cp>To her surprise, he said, he wants to stay home. Like so many parents, Mendoza has fought hard for a sense of control in this pandemic.\u003c/p>\n\u003cp>One year in, though, she's realizing, she can't control everything, and she's trying to be OK with that. \"I'm working on it, I'm working on it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's time, she says, for Joshua to be able \"to choose his happiness\" — and for her to worry less.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Year+Of+School+Like+No+Other%3A+How+A+Teacher%2C+A+Student+And+A+Parent+Have+Coped+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "NPR/Ipsos Poll: Nearly One-Third Of Parents May Stick With Remote Learning",
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"content": "\u003cp>One year after the coronavirus pandemic shuttered classrooms around the country and the world, U.S. parents are guardedly optimistic about the academic and social development of their children, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/parents-welcome-educational-support\">an NPR/Ipsos poll\u003c/a> finds.\u003c/p>\n\u003cp>But 62% of parents say their child's education has been disrupted. And more than 4 out of 5 would like to see schools provide targeted extra services to help their kids catch up. This includes just over half of parents who support the idea of summer school.\u003c/p>\n\u003cp>The nation has lacked solid national data on precisely where classrooms are open to students. In our survey, half of parents said their children were learning virtually, a third were attending in person full time, and the remainder were in person part time. As other\u003ca href=\"https://www.washingtonpost.com/context/july-24-31-2020-washington-post-schar-school-poll-of-parents/f7552bde-6f87-4e1a-83a2-268953720ff5/?itid=lk_inline_manual_1\"> polls have found\u003c/a>, Black and Hispanic parents were far more likely than white parents to say their children were all remote — 65% for Black parents, 57% for Hispanic parents and 38% for white parents.\u003c/p>\n\u003cp>In a sign of the disruptions that have become routine this school year, 43% of parents said that they had switched among virtual, in-person or hybrid since the previous fall.\u003c/p>\n\u003cp>It has been \"a bit of a journey, to put it mildly,\" said Nick Ehrenberg, a father of two in Minneapolis who was one of the parents polled. School for his children has shifted back and forth between virtual, hybrid, and virtual again due to closures and quarantine. It has been full time, in person for just the past few weeks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>My kid is doing fine, but we want help \u003c/strong>\u003c/p>\n\u003cp>However their children were attending school, 48% of parents agreed that \"I am worried that my child will be behind when the pandemic is over.\" (In this question, as with others in the poll, there were not significant differences in the responses by race or ethnicity).\u003c/p>\n\u003cp>Yet when asked to pinpoint their areas of concern, robust majorities of parents actually judged their kids to be on track, or even ahead of schedule: in math and science, reading and writing, mental health and emotional well-being, and socialization and communication skills.\u003c/p>\n\u003cp>Considering their relatively positive outlook on children's development across these areas, it may not be surprising that parents give high marks overall to their kids' schools — 79% said \"My child's school has handled the pandemic well,\" and 82% said their schools had clearly communicated during the year.\u003c/p>\n\u003cp>When it came to specific concerns, slightly more parents were concerned about socialization and communication skills (22%) vs. academic skills (17% worried about reading and writing and 19% about math).\u003c/p>\n\u003cp>Susan Hom has a teenage son who is attending school online and lives in Poughkeepsie, N.Y., where he socializes with a neighbor outside and with friends online over video games. She says she's concerned about the \"lack of peer social interaction and also, peer learning. I think they could learn a lot from their peers if they're in the same classroom together.\"\u003c/p>\n\u003cp>The biggest area of concern among those NPR/Ipsos asked about was \"time management,\" and even there, just 1 in 4 parents say kids are behind.\u003c/p>\n\u003cp>\"There was some procrastination at times going on, where some things just didn't get done right away, and we had to kind of catch up,\" said Nick Ehrenberg in Minneapolis. He said his second-grader and kindergartner were learning from home, with himself usually supervising while also working from home.\u003c/p>\n\u003cp>Still, he said he was not too concerned about his children's progress. \"I consider myself privileged and lucky for that.\"\u003c/p>\n\u003cp>\u003cstrong>Full time, in person — or remote indefinitely\u003c/strong>\u003c/p>\n\u003cp>Looking ahead, precisely three-quarters of parents polled expect their children's schools to open full time in person next fall. And about half of those whose children now attend hybrid or remotely expect those schools to open full time in person as soon as teachers are fully vaccinated. President Biden has talked frequently about teacher vaccination and recently directed all states to \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/02/973030394/biden-says-u-s-will-have-vaccine-supply-for-all-adults-by-may-prioritizes-teache\">prioritize educators \u003c/a>for the shots this month.\u003c/p>\n\u003cp>However, full-time learning might prove a difficult milestone to reach unless Centers for Disease Control and Prevention guidelines are altered, cases plummet, or schools receive a large infusion of money. Current \u003ca href=\"https://www.npr.org/2021/02/19/969467560/if-schools-follow-cdc-guidance-bidens-reopening-goals-could-be-hard-to-reach?live=1\">CDC guidelines recommend\u003c/a> 6 feet of distance between students, which is only possible with hybrid scheduling, given the size of most classrooms today.\u003c/p>\n\u003cp>On the other hand, fully 29% of parents told us they were likely to stick with remote learning indefinitely. That included about half of the parents who are currently enrolled in remote learning.\u003c/p>\n\u003cp>Perhaps in response to this interest, many schools, states and districts are looking at continuing to offer a remote public school option, districtwide or even statewide to make it more efficient. School districts as diverse as \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">West Contra\u003c/a> \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">Costa Unified\u003c/a> and \u003ca href=\"https://www.cnusd.k12.ca.us/c_n_u_s_d_c_o_n_n_e_c_t_i_o_n/connection_newsletter_1-22-2021\">Riverside \u003c/a>in California,\u003ca href=\"https://www.parkwayschools.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=63&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=73038&PageID=1\"> suburban St. Louis\u003c/a> and \u003ca href=\"https://rlp.lps.org/\">Lincoln, Neb., \u003c/a>all say they're offering districtwide virtual schools next year. A Rand Corp. survey found that about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-1.html\">1 in 5 district\u003c/a>s are considering it. This could end up being the most significant change in education to extend beyond the pandemic.\u003c/p>\n\u003cp>America Velez, a mother of five in St. Cloud, Fla., says a virtual school is her preferred option for her daughter. \"It's a charter school within Florida, they pretty much stick to the state guidelines. So their teachers, again, have been phenomenal,\" she said. \"But then again, it's been a program that's been around for many years. So very different than ... something that pretty much was thrown together because of COVID.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize my learning, and maybe summer school? \u003c/strong>\u003c/p>\n\u003cp>We asked parents about some of the \u003ca href=\"https://www.npr.org/2021/02/08/964524688/keep-schools-open-all-summer-and-other-bold-ideas-to-help-kids-catch-up\">various recovery ideas\u003c/a> that education leaders have proposed as a way of addressing the disrupted learning, as well as the emotional hardships of the pandemic itself. Most were fans.\u003c/p>\n\u003cp>Around 4 in 5 expected their own children would benefit from each of the following: \"individualized, detailed assessment,\" \"social and emotional wellness programs,\" \"one-on-one tutoring\" and \"better software-based practice programs.\" Across the board, Black and Hispanic parents saw even more potential benefits from these interventions.\u003c/p>\n\u003cp>\"It would be nice if the school would offer some after-school tutoring ... but we may not get informed about it because their grades are fine,\" said Travis Hall, father to a 10-year-old and 13-year-old in Brownstown, Mich.\u003c/p>\n\u003cp>And more than 4 in 5 parents support additional help for students in special education.\u003c/p>\n\u003cp>Kevin LaJuan Godley in San Antonio, Texas, has a 16-year-old daughter with some special needs. Though he says that remote learning has helped her stay focused in school, she has less consistent access to an aide. \"Out of class, when she's learning from home, sometimes she gets it, sometimes she doesn't. She doesn't get [support] when she needs it.\"\u003c/p>\n\u003cp>Extra learning time was the least popular option presented. When we asked if their children would benefit from \"additional school days or extended-day programs,\" 43% said they expected a \"large\" or \"moderate\" benefit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Just over half said they were in support of summer school as a policy. Travis Hall said he'd support some kind of summer program, but he'd prefer it be an enrichment program, such as building a robot or writing a graphic novel. \"Just something else that was more entertaining than just, 'here's the book we're going to study.' When it's 75 degrees and sunny outside, that's not going to work.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%2FIpsos+Poll%3A+Nearly+One-Third+Of+Parents+May+Stick+With+Remote+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One year after the coronavirus pandemic shuttered classrooms around the country and the world, U.S. parents are guardedly optimistic about the academic and social development of their children, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/parents-welcome-educational-support\">an NPR/Ipsos poll\u003c/a> finds.\u003c/p>\n\u003cp>But 62% of parents say their child's education has been disrupted. And more than 4 out of 5 would like to see schools provide targeted extra services to help their kids catch up. This includes just over half of parents who support the idea of summer school.\u003c/p>\n\u003cp>The nation has lacked solid national data on precisely where classrooms are open to students. In our survey, half of parents said their children were learning virtually, a third were attending in person full time, and the remainder were in person part time. As other\u003ca href=\"https://www.washingtonpost.com/context/july-24-31-2020-washington-post-schar-school-poll-of-parents/f7552bde-6f87-4e1a-83a2-268953720ff5/?itid=lk_inline_manual_1\"> polls have found\u003c/a>, Black and Hispanic parents were far more likely than white parents to say their children were all remote — 65% for Black parents, 57% for Hispanic parents and 38% for white parents.\u003c/p>\n\u003cp>In a sign of the disruptions that have become routine this school year, 43% of parents said that they had switched among virtual, in-person or hybrid since the previous fall.\u003c/p>\n\u003cp>It has been \"a bit of a journey, to put it mildly,\" said Nick Ehrenberg, a father of two in Minneapolis who was one of the parents polled. School for his children has shifted back and forth between virtual, hybrid, and virtual again due to closures and quarantine. It has been full time, in person for just the past few weeks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>My kid is doing fine, but we want help \u003c/strong>\u003c/p>\n\u003cp>However their children were attending school, 48% of parents agreed that \"I am worried that my child will be behind when the pandemic is over.\" (In this question, as with others in the poll, there were not significant differences in the responses by race or ethnicity).\u003c/p>\n\u003cp>Yet when asked to pinpoint their areas of concern, robust majorities of parents actually judged their kids to be on track, or even ahead of schedule: in math and science, reading and writing, mental health and emotional well-being, and socialization and communication skills.\u003c/p>\n\u003cp>Considering their relatively positive outlook on children's development across these areas, it may not be surprising that parents give high marks overall to their kids' schools — 79% said \"My child's school has handled the pandemic well,\" and 82% said their schools had clearly communicated during the year.\u003c/p>\n\u003cp>When it came to specific concerns, slightly more parents were concerned about socialization and communication skills (22%) vs. academic skills (17% worried about reading and writing and 19% about math).\u003c/p>\n\u003cp>Susan Hom has a teenage son who is attending school online and lives in Poughkeepsie, N.Y., where he socializes with a neighbor outside and with friends online over video games. She says she's concerned about the \"lack of peer social interaction and also, peer learning. I think they could learn a lot from their peers if they're in the same classroom together.\"\u003c/p>\n\u003cp>The biggest area of concern among those NPR/Ipsos asked about was \"time management,\" and even there, just 1 in 4 parents say kids are behind.\u003c/p>\n\u003cp>\"There was some procrastination at times going on, where some things just didn't get done right away, and we had to kind of catch up,\" said Nick Ehrenberg in Minneapolis. He said his second-grader and kindergartner were learning from home, with himself usually supervising while also working from home.\u003c/p>\n\u003cp>Still, he said he was not too concerned about his children's progress. \"I consider myself privileged and lucky for that.\"\u003c/p>\n\u003cp>\u003cstrong>Full time, in person — or remote indefinitely\u003c/strong>\u003c/p>\n\u003cp>Looking ahead, precisely three-quarters of parents polled expect their children's schools to open full time in person next fall. And about half of those whose children now attend hybrid or remotely expect those schools to open full time in person as soon as teachers are fully vaccinated. President Biden has talked frequently about teacher vaccination and recently directed all states to \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/02/973030394/biden-says-u-s-will-have-vaccine-supply-for-all-adults-by-may-prioritizes-teache\">prioritize educators \u003c/a>for the shots this month.\u003c/p>\n\u003cp>However, full-time learning might prove a difficult milestone to reach unless Centers for Disease Control and Prevention guidelines are altered, cases plummet, or schools receive a large infusion of money. Current \u003ca href=\"https://www.npr.org/2021/02/19/969467560/if-schools-follow-cdc-guidance-bidens-reopening-goals-could-be-hard-to-reach?live=1\">CDC guidelines recommend\u003c/a> 6 feet of distance between students, which is only possible with hybrid scheduling, given the size of most classrooms today.\u003c/p>\n\u003cp>On the other hand, fully 29% of parents told us they were likely to stick with remote learning indefinitely. That included about half of the parents who are currently enrolled in remote learning.\u003c/p>\n\u003cp>Perhaps in response to this interest, many schools, states and districts are looking at continuing to offer a remote public school option, districtwide or even statewide to make it more efficient. School districts as diverse as \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">West Contra\u003c/a> \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">Costa Unified\u003c/a> and \u003ca href=\"https://www.cnusd.k12.ca.us/c_n_u_s_d_c_o_n_n_e_c_t_i_o_n/connection_newsletter_1-22-2021\">Riverside \u003c/a>in California,\u003ca href=\"https://www.parkwayschools.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=63&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=73038&PageID=1\"> suburban St. Louis\u003c/a> and \u003ca href=\"https://rlp.lps.org/\">Lincoln, Neb., \u003c/a>all say they're offering districtwide virtual schools next year. A Rand Corp. survey found that about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-1.html\">1 in 5 district\u003c/a>s are considering it. This could end up being the most significant change in education to extend beyond the pandemic.\u003c/p>\n\u003cp>America Velez, a mother of five in St. Cloud, Fla., says a virtual school is her preferred option for her daughter. \"It's a charter school within Florida, they pretty much stick to the state guidelines. So their teachers, again, have been phenomenal,\" she said. \"But then again, it's been a program that's been around for many years. So very different than ... something that pretty much was thrown together because of COVID.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize my learning, and maybe summer school? \u003c/strong>\u003c/p>\n\u003cp>We asked parents about some of the \u003ca href=\"https://www.npr.org/2021/02/08/964524688/keep-schools-open-all-summer-and-other-bold-ideas-to-help-kids-catch-up\">various recovery ideas\u003c/a> that education leaders have proposed as a way of addressing the disrupted learning, as well as the emotional hardships of the pandemic itself. Most were fans.\u003c/p>\n\u003cp>Around 4 in 5 expected their own children would benefit from each of the following: \"individualized, detailed assessment,\" \"social and emotional wellness programs,\" \"one-on-one tutoring\" and \"better software-based practice programs.\" Across the board, Black and Hispanic parents saw even more potential benefits from these interventions.\u003c/p>\n\u003cp>\"It would be nice if the school would offer some after-school tutoring ... but we may not get informed about it because their grades are fine,\" said Travis Hall, father to a 10-year-old and 13-year-old in Brownstown, Mich.\u003c/p>\n\u003cp>And more than 4 in 5 parents support additional help for students in special education.\u003c/p>\n\u003cp>Kevin LaJuan Godley in San Antonio, Texas, has a 16-year-old daughter with some special needs. Though he says that remote learning has helped her stay focused in school, she has less consistent access to an aide. \"Out of class, when she's learning from home, sometimes she gets it, sometimes she doesn't. She doesn't get [support] when she needs it.\"\u003c/p>\n\u003cp>Extra learning time was the least popular option presented. When we asked if their children would benefit from \"additional school days or extended-day programs,\" 43% said they expected a \"large\" or \"moderate\" benefit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just over half said they were in support of summer school as a policy. Travis Hall said he'd support some kind of summer program, but he'd prefer it be an enrichment program, such as building a robot or writing a graphic novel. \"Just something else that was more entertaining than just, 'here's the book we're going to study.' When it's 75 degrees and sunny outside, that's not going to work.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%2FIpsos+Poll%3A+Nearly+One-Third+Of+Parents+May+Stick+With+Remote+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Biden's new Education Secretary, Miguel Cardona, hit the ground running Wednesday. Just one day after being sworn in, Cardona traveled to his hometown of Meriden, Conn. with first lady Dr. Jill Biden, on a tour of schools meant to push for the return of in-person learning and to send a clear message to the American people — that the Biden Administration is doing all it can to get children back in classrooms.\u003c/p>\n\u003cp>Cardona's first school visit comes just one day after Biden directed all states to prioritize teachers for vaccination. \"We want every educator, school staff member, child-care worker to receive at least one shot by the end of the month of March,\" Biden said.\u003c/p>\n\u003cp>Biden's directive is meant to reassure anxious teachers who have clashed with the administration over recent guidance from the Centers for Disease Control and Prevention, which said that teacher vaccinations should not be considered a prerequisite for schools to reopen. In a clear signal of solidarity, Cardona and Dr. Biden were joined yesterday by the heads of the nation's largest teachers unions, Becky Pringle of the National Education Association and Randi Weingarten of the American Federation of Teachers.\u003c/p>\n\u003cp>Cardona is now the face of President Biden's school reopening push. In addition to touting Biden's vaccination directive, he's also been talking up Democrats' COVID relief bill, which would send $130 billion dollars to K-12 schools, and pledged to convene a national school reopening summit later this month. Early Thursday, Cardona spoke with \u003cem>Morning Edition's\u003c/em> Rachel Martin. Below is their interview, edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>Q: President Biden challenged states to give a vaccine shot to every educator and school staff member before the end of this month. How do you compel states to make that happen?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I applaud that charge. First of all, it is our shared goal to reopen schools safely and quickly. You know, I haven't met an educator that doesn't agree that students learn best in school, and they really want our students to be learning in schools. So it's just a matter of implementing it in a manner that is expeditious and is aimed at really reopening schools quickly.\u003c/p>\n\u003cp>\u003cstrong>Q: Although the CDC says vaccinating teachers is not a requirement for opening schools safely.\u003c/strong>\u003c/p>\n\u003cp>You're right, Rachel. I can tell you from my experience in Connecticut, where over 90 percent of the students have an opportunity to learn in person today, and many students were learning in person before the vaccine was even approved. It can be done with a careful adherence to the mitigation strategies and close monitoring and where necessary, quarantining and closing — if the numbers escalate to the point where you can't safely assure students are in schools. However, we know that vaccination is a strategy that can just accelerate safe school reopening.\u003c/p>\n\u003cp>\u003cstrong>Q: Is part of this, just making teachers and staff comfortable with the idea of getting back in the classroom?\u003c/strong>\u003c/p>\n\u003cp>We know that there has to be a culture of trust, understanding, transparency. Those are all prerequisites to those technical strategies of convening the experts, sharing best practices, you know, the handbooks. It's really making sure that there's an understanding and a level of trust and comfort to reopen schools safely. And I think that's really why the American Rescue Plan is important, because it's going to ensure that we have those technical strategies, the ability to modify schools and provide the PPE that are needed. It gives us an opportunity to really address that digital divide once and for all and provide the long term needs. This is not just about turning on the lights, not just about unlocking the doors and letting students in. This is about recovering and making sure we're providing that important social-emotional development and support that our students need after experiencing a trauma like we just faced.\u003c/p>\n\u003cp>\u003cstrong>Q: So let's talk about the the physical upgrades that would need to happen. If we're talking about getting kids in school full-time in-person by the fall, I mean, the CDC recommends a physical distance of at least six feet between students. So it doesn't matter how many teachers should get back into schools. If schools don't have the physical space to meet that guideline, it's not going to happen. Is that guideline going to change?\u003c/strong>\u003c/p>\n\u003cp>You know, the first thing I heard you say is \"fall.\" We really need to reopen schools quickly and safely as soon as possible. And distancing is critically important. As you know, that's one of the strategies that we've been working with, and we see in those districts that are successful bringing students back in. So following those mitigation strategies is critical in ensuring that, again, with the American Rescue Plan, we have the resources needed to expand and provide those environments that our students need to have safe in-person learning.\u003c/p>\n\u003cp>\u003cstrong>Q: So does that mean putting money into building bigger schools across this country? Or is the requirement for six feet of social distancing going to be amended?\u003c/strong>\u003c/p>\n\u003cp>I know that some of the funds can be earmarked for providing staffing if you are spreading students out or using different parts of the building differently. So, for example, yesterday in my visit with the first lady to Ben Franklin School in Meriden, Connecticut, I saw that the gymnasium was converted for part of the day into a classroom. So, that takes resources. And fortunately, with the warm weather coming soon, we can have classrooms set up outside and that's going to take resources as well. So I think it can be done, and it can be done safely.\u003c/p>\n\u003cp>\u003cstrong>Q: I talked to a high school teacher from the Bay Area in California yesterday who told me she is very worried about her students who have just disappeared. I mean, they don't engage their video. They don't turn in homework, or they just don't even log in to virtual classes at all. And we've heard this concern from a whole lot of teachers across the country over the past year. How are you, as the secretary of education, going to get those kids back?\u003c/strong>\u003c/p>\n\u003cp>You know, that teacher really speaks to the heart of the issue here. Every day that passes, students are being disengaged from that sense of community that schools provide, so that teacher is spot-on. And I think it's another example of where we know educators want their students back in schools, but safely. So part of our effort is to really collect data on the disengagement of students and ensure that our resources and our policy are aimed at closing those gaps that are being exacerbated. We know that some students are having better access to learning remotely than others, and we have to monitor that and make sure that we're providing resources to re-engage those students into that school community that, you know, as a parent myself, I know how important it is for our students to be reconnected into that school community. Not only for the academics, but for that sense of family that schools provide.\u003c/p>\n\u003cp>\u003cstrong>Q: America's public education system, I don't have to tell you, was already suffering before the pandemic from chronic underfunding. In your tenure, are you going to be able to address some of the problems that existed before? Or are you going to just try to get back to neutral, just get public education back to the baseline of what it was pre-COVID?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We would be missing an opportunity if our goal was to be what we were on March 10th of last year. We would be shortchanging the students of America if we did that, if that was our bar. We really have to move forward. We have to recover from this pandemic, which is, like I said earlier, it's a longer process to reconnect our students and connect them with what they've missed and make sure that we have schools that are prepared to meet the social-emotional needs of our students. But we really have to think about reimagining areas that need attention. And this is a fresh opportunity for us to convene educational stakeholders, people that are in the classrooms, parents, students, to really reimagine and say, 'What do we want our system to look like and how can we ensure a system that meets every child's ability where they are and gives them the same opportunity for success in life?' We had work to do before the pandemic. It's just been exacerbated now, these gaps, and we have to be unapologetic getting into that and making sure that what we plan forward is better than what we ever had before.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Education+Secretary+Miguel+Cardona+Wants+Schools+Open+%27As+Soon+As+Possible%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden's new Education Secretary, Miguel Cardona, hit the ground running Wednesday. Just one day after being sworn in, Cardona traveled to his hometown of Meriden, Conn. with first lady Dr. Jill Biden, on a tour of schools meant to push for the return of in-person learning and to send a clear message to the American people — that the Biden Administration is doing all it can to get children back in classrooms.\u003c/p>\n\u003cp>Cardona's first school visit comes just one day after Biden directed all states to prioritize teachers for vaccination. \"We want every educator, school staff member, child-care worker to receive at least one shot by the end of the month of March,\" Biden said.\u003c/p>\n\u003cp>Biden's directive is meant to reassure anxious teachers who have clashed with the administration over recent guidance from the Centers for Disease Control and Prevention, which said that teacher vaccinations should not be considered a prerequisite for schools to reopen. In a clear signal of solidarity, Cardona and Dr. Biden were joined yesterday by the heads of the nation's largest teachers unions, Becky Pringle of the National Education Association and Randi Weingarten of the American Federation of Teachers.\u003c/p>\n\u003cp>Cardona is now the face of President Biden's school reopening push. In addition to touting Biden's vaccination directive, he's also been talking up Democrats' COVID relief bill, which would send $130 billion dollars to K-12 schools, and pledged to convene a national school reopening summit later this month. Early Thursday, Cardona spoke with \u003cem>Morning Edition's\u003c/em> Rachel Martin. Below is their interview, edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>Q: President Biden challenged states to give a vaccine shot to every educator and school staff member before the end of this month. How do you compel states to make that happen?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I applaud that charge. First of all, it is our shared goal to reopen schools safely and quickly. You know, I haven't met an educator that doesn't agree that students learn best in school, and they really want our students to be learning in schools. So it's just a matter of implementing it in a manner that is expeditious and is aimed at really reopening schools quickly.\u003c/p>\n\u003cp>\u003cstrong>Q: Although the CDC says vaccinating teachers is not a requirement for opening schools safely.\u003c/strong>\u003c/p>\n\u003cp>You're right, Rachel. I can tell you from my experience in Connecticut, where over 90 percent of the students have an opportunity to learn in person today, and many students were learning in person before the vaccine was even approved. It can be done with a careful adherence to the mitigation strategies and close monitoring and where necessary, quarantining and closing — if the numbers escalate to the point where you can't safely assure students are in schools. However, we know that vaccination is a strategy that can just accelerate safe school reopening.\u003c/p>\n\u003cp>\u003cstrong>Q: Is part of this, just making teachers and staff comfortable with the idea of getting back in the classroom?\u003c/strong>\u003c/p>\n\u003cp>We know that there has to be a culture of trust, understanding, transparency. Those are all prerequisites to those technical strategies of convening the experts, sharing best practices, you know, the handbooks. It's really making sure that there's an understanding and a level of trust and comfort to reopen schools safely. And I think that's really why the American Rescue Plan is important, because it's going to ensure that we have those technical strategies, the ability to modify schools and provide the PPE that are needed. It gives us an opportunity to really address that digital divide once and for all and provide the long term needs. This is not just about turning on the lights, not just about unlocking the doors and letting students in. This is about recovering and making sure we're providing that important social-emotional development and support that our students need after experiencing a trauma like we just faced.\u003c/p>\n\u003cp>\u003cstrong>Q: So let's talk about the the physical upgrades that would need to happen. If we're talking about getting kids in school full-time in-person by the fall, I mean, the CDC recommends a physical distance of at least six feet between students. So it doesn't matter how many teachers should get back into schools. If schools don't have the physical space to meet that guideline, it's not going to happen. Is that guideline going to change?\u003c/strong>\u003c/p>\n\u003cp>You know, the first thing I heard you say is \"fall.\" We really need to reopen schools quickly and safely as soon as possible. And distancing is critically important. As you know, that's one of the strategies that we've been working with, and we see in those districts that are successful bringing students back in. So following those mitigation strategies is critical in ensuring that, again, with the American Rescue Plan, we have the resources needed to expand and provide those environments that our students need to have safe in-person learning.\u003c/p>\n\u003cp>\u003cstrong>Q: So does that mean putting money into building bigger schools across this country? Or is the requirement for six feet of social distancing going to be amended?\u003c/strong>\u003c/p>\n\u003cp>I know that some of the funds can be earmarked for providing staffing if you are spreading students out or using different parts of the building differently. So, for example, yesterday in my visit with the first lady to Ben Franklin School in Meriden, Connecticut, I saw that the gymnasium was converted for part of the day into a classroom. So, that takes resources. And fortunately, with the warm weather coming soon, we can have classrooms set up outside and that's going to take resources as well. So I think it can be done, and it can be done safely.\u003c/p>\n\u003cp>\u003cstrong>Q: I talked to a high school teacher from the Bay Area in California yesterday who told me she is very worried about her students who have just disappeared. I mean, they don't engage their video. They don't turn in homework, or they just don't even log in to virtual classes at all. And we've heard this concern from a whole lot of teachers across the country over the past year. How are you, as the secretary of education, going to get those kids back?\u003c/strong>\u003c/p>\n\u003cp>You know, that teacher really speaks to the heart of the issue here. Every day that passes, students are being disengaged from that sense of community that schools provide, so that teacher is spot-on. And I think it's another example of where we know educators want their students back in schools, but safely. So part of our effort is to really collect data on the disengagement of students and ensure that our resources and our policy are aimed at closing those gaps that are being exacerbated. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We would be missing an opportunity if our goal was to be what we were on March 10th of last year. We would be shortchanging the students of America if we did that, if that was our bar. We really have to move forward. We have to recover from this pandemic, which is, like I said earlier, it's a longer process to reconnect our students and connect them with what they've missed and make sure that we have schools that are prepared to meet the social-emotional needs of our students. But we really have to think about reimagining areas that need attention. And this is a fresh opportunity for us to convene educational stakeholders, people that are in the classrooms, parents, students, to really reimagine and say, 'What do we want our system to look like and how can we ensure a system that meets every child's ability where they are and gives them the same opportunity for success in life?' We had work to do before the pandemic. It's just been exacerbated now, these gaps, and we have to be unapologetic getting into that and making sure that what we plan forward is better than what we ever had before.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Education+Secretary+Miguel+Cardona+Wants+Schools+Open+%27As+Soon+As+Possible%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Some Black Students, Remote Learning Has Offered A Chance To Thrive",
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"content": "\u003cp>Back when school was in person, Josh Secrett was always tired.\u003c/p>\n\u003cp>\"I used to come home and just lay down and go to sleep for like hours,\" the eighth-grader says. \"Wake up for dinner, go to bed.\"\u003c/p>\n\u003cp>Josh's mom, Sharnissa Secrett, says teachers at his Portland, Ore., school would sometimes discipline Josh for small things, like talking when he wasn't supposed to. Those interactions would hang over him the rest of the day.\u003c/p>\n\u003cp>\"You look in my baby's eyes, when he used to come home, he was tired...mentally tired,\" she says.\u003c/p>\n\u003cp>But ever since his school went all-virtual, Josh has been doing much better.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His mom says there are fewer distractions, he can work independently and it's been easier for him to focus.\u003c/p>\n\u003cp>\"It's like almost the noise is shut out and we can just get to the work.\"\u003c/p>\n\u003cp>Middle school is tough for just about everyone, but for Black students like Josh, school can be even harder. That's because, in addition to learning algebra and coping with social awkwardness, they're often navigating an educational system that historically hasn't supported them.\u003c/p>\n\u003cp>In Texas, students have been assigned history textbooks that \u003ca href=\"https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history\">downplay slavery and avoid talking about Jim Crow\u003c/a>. In Massachusetts, Black girls have been reprimanded for \u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">violating dress codes that ban hair extensions\u003c/a>. And across the country, according to federal data, Black students are \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">more likely than white classmates to be disciplined at school\u003c/a>.\u003c/p>\n\u003cp>In Oregon, where Josh lives, Black students have lower graduation rates. They're also less likely to be identified as \"talented and gifted.\"\u003c/p>\n\u003cp>All that can take a toll on kids. But for some students like Josh, remote learning during the pandemic has offered an escape.\u003c/p>\n\u003cp>Of course, that hasn't been every student's experience. Between \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">mental health struggles\u003c/a>, \u003ca href=\"https://www.npr.org/2020/09/28/916571273/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning\">limited Internet access\u003c/a> and reduced child care options, distance learning isn't working for a lot of families. Research shows students with disabilities, those experiencing poverty and Black and Latinx students are among those especially at risk of falling behind.\u003c/p>\n\u003cp>Still, for Josh and kids like him, learning from home has given them a chance to thrive.\u003c/p>\n\u003cp>\u003cstrong>\"Always on alert ... always deflecting\"\u003c/strong>\u003c/p>\n\u003cp>At school, Josh learns from predominantly white teachers in classrooms full of predominantly nonwhite students. That demographic disparity is \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2019/03/07/the-diversity-gap-for-public-school-teachers-is-actually-growing-across-generations/\">not exclusive to Portland\u003c/a>. National data \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_clr.asp#:~:text=In%202017%E2%80%9318%2C%20about%2079,1%20percent%20of%20public%20school\">show\u003c/a> the U.S. public school teacher population is overwhelmingly white, while more than half of the students those teachers interact with are nonwhite. And whether it's explicit or implicit, many teachers bring some kind of bias into the classroom.\u003c/p>\n\u003cp>Valerie Adams-Bass is a developmental psychologist at the University of Virginia who studies Black youth and media stereotypes. She says often, in the media, Black students are portrayed as being uninterested in education, and Black boys are portrayed as scary or intimidating.\u003c/p>\n\u003cp>\"If that's what the teachers and administrators or their peers see, then oftentimes that is what they're responding to when they're engaging with Black students in reality.\"\u003c/p>\n\u003cp>Adams-Bass says it's no surprise some Black students are doing better at home than they were at school. School can take a lot out of them.\u003c/p>\n\u003cp>\"There is emotional energy and a cognitive energy that goes along with navigating the spaces where you don't feel welcome or comfortable. You're always on alert, you're always on, you're always deflecting, so you would be exhausted at the end of the day on top of growing,\" she says.\u003c/p>\n\u003cp>\u003cstrong>\"I'm more energized. I want to do more things.\"\u003c/strong>\u003c/p>\n\u003cp>Before the pandemic, Josh says he wasn't connecting with his teachers. Instead, he put his energy into showing them he wasn't a \"bad\" kid.\u003c/p>\n\u003cp>\"I didn't want the teachers to think I was the problem in the classroom, or what they thought of my skin color,\" he says. \"I just wanted to show them I was better.\"\u003c/p>\n\u003cp>\"Even that is problematic,\" his mom interjects. She and Josh's father often talk to him about growing up as a Black boy, and how to advocate for himself if he feels singled out by teachers or peers.\u003c/p>\n\u003cp>\"You're not the model,\" she tells him. \"They have to do better, to make you feel like you are seen and heard.\"\u003c/p>\n\u003cp>In the past, when that hasn't happened, Secrett says she would step in on her son's behalf.\u003c/p>\n\u003cp>\"The nagging, the 'you're not doing well' — that damages our babies' self-esteem, especially our Black babies' and our kids of color.\"\u003c/p>\n\u003cp>Now, at home, both Josh and his mom say he's more comfortable. They say Josh and his teachers have been building relationships based around his classwork and academic achievements.\u003c/p>\n\u003cp>\"I can interact with the teachers as I need.\" Secrett says. \"He interacts with the teachers as they need.\"\u003c/p>\n\u003cp>Secrett says she's also seeing her son's confidence go up, and she's better able to monitor how he's feeling. \"I know what's going on with him. I can maintain the emotional.\"\u003c/p>\n\u003cp>She does worry about the mental health impacts of Josh learning from home, but for now she's decided the benefits outweigh the costs.\u003c/p>\n\u003cp>Josh can take breaks and relax, and he can spend more time with his family, including his older brothers. He's not exhausted at the end of the school day anymore.\u003c/p>\n\u003cp>\"I'm more energized,\" Josh says. \"I want to do more things.\"\u003c/p>\n\u003cp>\u003cstrong>How schools can help\u003c/strong>\u003c/p>\n\u003cp>The pandemic won't go on forever. Soon enough, Josh and his peers will be back in a physical classroom. And there are a few things schools can do to make learning in-person a better experience for all students, Adams-Bass says.\u003c/p>\n\u003cp>Schools could hire more teachers of color, and offer a curriculum that reflects students' culture and history.\u003c/p>\n\u003cp>\"[Students] should see teachers, they should see administrators that look like them. And certainly, the curriculum should include them beyond one month of celebration,\" she explains.\u003c/p>\n\u003cp>Adams-Bass also recommends training current teachers to understand their own biases. She says students need caring relationships with their teachers, and \"teachers that demonstrate and understand a knowledge and sensitivity to who the students are as individuals, as well as part of the classroom.\"\u003c/p>\n\u003cp>She also suggests forming groups where marginalized students can share their stories with each other.\u003c/p>\n\u003cp>\"Affinity spaces allow them to talk about common experiences, to develop solutions, to support one another, and also to figure out ... how to navigate the larger space where they're learning.\"\u003c/p>\n\u003cp>Of course, not all of these things can happen overnight.\u003c/p>\n\u003cp>\"Our staff is our staff,\" says Michael Contreras, Josh's principal at Ron Russell Middle School.\u003c/p>\n\u003cp>\"We admit that we're a bunch of white teachers teaching mostly nonwhite kids.\"\u003c/p>\n\u003cp>Contreras says it's not easy to quickly diversify a school's teaching staff. But he's committed to supporting teachers \"in teaching kids who don't necessarily have the same life experience as them.\" He says trust and strong relationships are important for teachers and students, no matter their differences.\u003c/p>\n\u003cp>Still, any changes at Ron Russell will come too late for Josh, who is heading to high school next year. His family is considering a high school in another district, one that may be a better fit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>With the right teachers, they're hoping Josh's newfound energy — both during school and after — extends beyond the pandemic.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Oregon Public Broadcasting. To see more, visit \u003ca href=\"https://www.opb.org\">Oregon Public Broadcasting\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Black+Students%2C+Remote+Learning+Has+Offered+A+Chance+To+Thrive&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Back when school was in person, eighth-grader Josh Secrett was always tired. Now, away from the bias he sometimes encountered in classrooms, he says, \"I'm more energized. I want to do more things.\"",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Back when school was in person, Josh Secrett was always tired.\u003c/p>\n\u003cp>\"I used to come home and just lay down and go to sleep for like hours,\" the eighth-grader says. \"Wake up for dinner, go to bed.\"\u003c/p>\n\u003cp>Josh's mom, Sharnissa Secrett, says teachers at his Portland, Ore., school would sometimes discipline Josh for small things, like talking when he wasn't supposed to. Those interactions would hang over him the rest of the day.\u003c/p>\n\u003cp>\"You look in my baby's eyes, when he used to come home, he was tired...mentally tired,\" she says.\u003c/p>\n\u003cp>But ever since his school went all-virtual, Josh has been doing much better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His mom says there are fewer distractions, he can work independently and it's been easier for him to focus.\u003c/p>\n\u003cp>\"It's like almost the noise is shut out and we can just get to the work.\"\u003c/p>\n\u003cp>Middle school is tough for just about everyone, but for Black students like Josh, school can be even harder. That's because, in addition to learning algebra and coping with social awkwardness, they're often navigating an educational system that historically hasn't supported them.\u003c/p>\n\u003cp>In Texas, students have been assigned history textbooks that \u003ca href=\"https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history\">downplay slavery and avoid talking about Jim Crow\u003c/a>. In Massachusetts, Black girls have been reprimanded for \u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">violating dress codes that ban hair extensions\u003c/a>. And across the country, according to federal data, Black students are \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">more likely than white classmates to be disciplined at school\u003c/a>.\u003c/p>\n\u003cp>In Oregon, where Josh lives, Black students have lower graduation rates. They're also less likely to be identified as \"talented and gifted.\"\u003c/p>\n\u003cp>All that can take a toll on kids. But for some students like Josh, remote learning during the pandemic has offered an escape.\u003c/p>\n\u003cp>Of course, that hasn't been every student's experience. Between \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">mental health struggles\u003c/a>, \u003ca href=\"https://www.npr.org/2020/09/28/916571273/in-internet-dead-zones-rural-schools-struggle-with-distanced-learning\">limited Internet access\u003c/a> and reduced child care options, distance learning isn't working for a lot of families. Research shows students with disabilities, those experiencing poverty and Black and Latinx students are among those especially at risk of falling behind.\u003c/p>\n\u003cp>Still, for Josh and kids like him, learning from home has given them a chance to thrive.\u003c/p>\n\u003cp>\u003cstrong>\"Always on alert ... always deflecting\"\u003c/strong>\u003c/p>\n\u003cp>At school, Josh learns from predominantly white teachers in classrooms full of predominantly nonwhite students. That demographic disparity is \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2019/03/07/the-diversity-gap-for-public-school-teachers-is-actually-growing-across-generations/\">not exclusive to Portland\u003c/a>. National data \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_clr.asp#:~:text=In%202017%E2%80%9318%2C%20about%2079,1%20percent%20of%20public%20school\">show\u003c/a> the U.S. public school teacher population is overwhelmingly white, while more than half of the students those teachers interact with are nonwhite. And whether it's explicit or implicit, many teachers bring some kind of bias into the classroom.\u003c/p>\n\u003cp>Valerie Adams-Bass is a developmental psychologist at the University of Virginia who studies Black youth and media stereotypes. She says often, in the media, Black students are portrayed as being uninterested in education, and Black boys are portrayed as scary or intimidating.\u003c/p>\n\u003cp>\"If that's what the teachers and administrators or their peers see, then oftentimes that is what they're responding to when they're engaging with Black students in reality.\"\u003c/p>\n\u003cp>Adams-Bass says it's no surprise some Black students are doing better at home than they were at school. School can take a lot out of them.\u003c/p>\n\u003cp>\"There is emotional energy and a cognitive energy that goes along with navigating the spaces where you don't feel welcome or comfortable. You're always on alert, you're always on, you're always deflecting, so you would be exhausted at the end of the day on top of growing,\" she says.\u003c/p>\n\u003cp>\u003cstrong>\"I'm more energized. I want to do more things.\"\u003c/strong>\u003c/p>\n\u003cp>Before the pandemic, Josh says he wasn't connecting with his teachers. Instead, he put his energy into showing them he wasn't a \"bad\" kid.\u003c/p>\n\u003cp>\"I didn't want the teachers to think I was the problem in the classroom, or what they thought of my skin color,\" he says. \"I just wanted to show them I was better.\"\u003c/p>\n\u003cp>\"Even that is problematic,\" his mom interjects. She and Josh's father often talk to him about growing up as a Black boy, and how to advocate for himself if he feels singled out by teachers or peers.\u003c/p>\n\u003cp>\"You're not the model,\" she tells him. \"They have to do better, to make you feel like you are seen and heard.\"\u003c/p>\n\u003cp>In the past, when that hasn't happened, Secrett says she would step in on her son's behalf.\u003c/p>\n\u003cp>\"The nagging, the 'you're not doing well' — that damages our babies' self-esteem, especially our Black babies' and our kids of color.\"\u003c/p>\n\u003cp>Now, at home, both Josh and his mom say he's more comfortable. They say Josh and his teachers have been building relationships based around his classwork and academic achievements.\u003c/p>\n\u003cp>\"I can interact with the teachers as I need.\" Secrett says. \"He interacts with the teachers as they need.\"\u003c/p>\n\u003cp>Secrett says she's also seeing her son's confidence go up, and she's better able to monitor how he's feeling. \"I know what's going on with him. I can maintain the emotional.\"\u003c/p>\n\u003cp>She does worry about the mental health impacts of Josh learning from home, but for now she's decided the benefits outweigh the costs.\u003c/p>\n\u003cp>Josh can take breaks and relax, and he can spend more time with his family, including his older brothers. He's not exhausted at the end of the school day anymore.\u003c/p>\n\u003cp>\"I'm more energized,\" Josh says. \"I want to do more things.\"\u003c/p>\n\u003cp>\u003cstrong>How schools can help\u003c/strong>\u003c/p>\n\u003cp>The pandemic won't go on forever. Soon enough, Josh and his peers will be back in a physical classroom. And there are a few things schools can do to make learning in-person a better experience for all students, Adams-Bass says.\u003c/p>\n\u003cp>Schools could hire more teachers of color, and offer a curriculum that reflects students' culture and history.\u003c/p>\n\u003cp>\"[Students] should see teachers, they should see administrators that look like them. And certainly, the curriculum should include them beyond one month of celebration,\" she explains.\u003c/p>\n\u003cp>Adams-Bass also recommends training current teachers to understand their own biases. She says students need caring relationships with their teachers, and \"teachers that demonstrate and understand a knowledge and sensitivity to who the students are as individuals, as well as part of the classroom.\"\u003c/p>\n\u003cp>She also suggests forming groups where marginalized students can share their stories with each other.\u003c/p>\n\u003cp>\"Affinity spaces allow them to talk about common experiences, to develop solutions, to support one another, and also to figure out ... how to navigate the larger space where they're learning.\"\u003c/p>\n\u003cp>Of course, not all of these things can happen overnight.\u003c/p>\n\u003cp>\"Our staff is our staff,\" says Michael Contreras, Josh's principal at Ron Russell Middle School.\u003c/p>\n\u003cp>\"We admit that we're a bunch of white teachers teaching mostly nonwhite kids.\"\u003c/p>\n\u003cp>Contreras says it's not easy to quickly diversify a school's teaching staff. But he's committed to supporting teachers \"in teaching kids who don't necessarily have the same life experience as them.\" He says trust and strong relationships are important for teachers and students, no matter their differences.\u003c/p>\n\u003cp>Still, any changes at Ron Russell will come too late for Josh, who is heading to high school next year. His family is considering a high school in another district, one that may be a better fit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the right teachers, they're hoping Josh's newfound energy — both during school and after — extends beyond the pandemic.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Oregon Public Broadcasting. To see more, visit \u003ca href=\"https://www.opb.org\">Oregon Public Broadcasting\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Black+Students%2C+Remote+Learning+Has+Offered+A+Chance+To+Thrive&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy",
"title": "Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Some Mistakes Can be Generative for Teachers and Students Alike",
"title": "How Some Mistakes Can be Generative for Teachers and Students Alike",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Dirigo High School, in western Maine, moved to remote learning for a few weeks last fall, sophomore Mason Ducharme started falling behind. And without athletics, he lost any motivation to keep his grades up.\u003c/p>\n\u003cp>\"I just didn't do anything, I just sat in my room all day,\" he said. \"And I didn't do any work. I didn't attend any classes.\"\u003c/p>\n\u003cp>Many school districts across the country have reported big drop-offs in attendance as they've shifted to remote learning. Some students, like Ducharme, dropped off the map entirely.\u003c/p>\n\u003cp>In response, some schools have been calling, texting and even knocking on doors to try to connect with students.\u003c/p>\n\u003cp>\"It's a battle, for sure,\" says Dirigo High School principal Pam Doyen. \"When they choose to be virtual, and then don't Zoom into classes. And it's hard to find them sometimes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Doyen says after just a few weeks of classes this fall, the school saw that dozens of students had \"disappeared,\" meaning they weren't showing up to remote Zoom classes or responding to communication. She says the school formed a small group to get them back on track.\u003c/p>\n\u003cp>\"We've done calls, texts, emails, home visits, home delivery of materials,\" Doyen said. \"We've scheduled multiple parent meetings, including evening hours, that work best for parents to talk about, 'Your kid's not showing up for their Zooms.' \"\u003c/p>\n\u003ch2>\u003cstrong>Going from doorstep to doorstep\u003c/strong>\u003c/h2>\n\u003cp>And even though the home visits may only take a few minutes, administrators say they've become a critical tool for keeping students connected to school.\u003c/p>\n\u003cp>Doyen says the school worked to connect families with basic needs, like heating assistance, and began making deliveries last fall to get them food.\u003c/p>\n\u003cp>Early on a recent chilly morning, Dirigo teacher Rachel Buck drove around the school district, her car loaded up with boxes of school materials and canned goods.\u003c/p>\n\u003cp>Buck wasn't scheduled to teach for another two hours, but as the district's remote learning coordinator, she went from doorstep to doorstep, distributing supplies to students she hadn't seen in-person for weeks or months.\u003c/p>\n\u003cp>It was during the first few deliveries last fall that Buck says she already noticed that a quick face-to-face interaction helped families to trust her, and made it easier to work together to get their children to show up to class.\u003c/p>\n\u003cp>\"So these deliveries, whatever way districts are able to reach out and connect with their families, and their community, it is putting action behind the words, 'I care about your kids' education,' \" Buck said. \"It's a way to concretely look at it and say, 'Yeah, they do care. They really do.' \"\u003c/p>\n\u003cp>\u003cstrong>Knowing that teachers care \u003c/strong>\u003c/p>\n\u003cp>Administrators acknowledge that the texts and visits haven't fixed everything, but their list of students who've \"disappeared\" has gone from a few dozen this fall to just a handful now.\u003c/p>\n\u003cp>After getting bombarded with texts and phone calls, Ducharme finally met with his teachers. He got back to work and is now mostly caught up.\u003c/p>\n\u003cp>\"I'm very thankful to have them,\" he said. \"And having them reach out and say, 'We care about you. We really want you to succeed in life. We want you to be here.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ducharme said he doesn't want to miss class now. He knows that if he does slack off, his teachers will hunt him down again.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Maine Public. To see more, visit \u003ca href=\"https://mainepublic.org\">Maine Public\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Knock+On+Doors+Looking+For+Students+Who%27ve+Disappeared+From+Online+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Dirigo High School, in western Maine, moved to remote learning for a few weeks last fall, sophomore Mason Ducharme started falling behind. And without athletics, he lost any motivation to keep his grades up.\u003c/p>\n\u003cp>\"I just didn't do anything, I just sat in my room all day,\" he said. \"And I didn't do any work. I didn't attend any classes.\"\u003c/p>\n\u003cp>Many school districts across the country have reported big drop-offs in attendance as they've shifted to remote learning. Some students, like Ducharme, dropped off the map entirely.\u003c/p>\n\u003cp>In response, some schools have been calling, texting and even knocking on doors to try to connect with students.\u003c/p>\n\u003cp>\"It's a battle, for sure,\" says Dirigo High School principal Pam Doyen. \"When they choose to be virtual, and then don't Zoom into classes. And it's hard to find them sometimes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Doyen says after just a few weeks of classes this fall, the school saw that dozens of students had \"disappeared,\" meaning they weren't showing up to remote Zoom classes or responding to communication. She says the school formed a small group to get them back on track.\u003c/p>\n\u003cp>\"We've done calls, texts, emails, home visits, home delivery of materials,\" Doyen said. \"We've scheduled multiple parent meetings, including evening hours, that work best for parents to talk about, 'Your kid's not showing up for their Zooms.' \"\u003c/p>\n\u003ch2>\u003cstrong>Going from doorstep to doorstep\u003c/strong>\u003c/h2>\n\u003cp>And even though the home visits may only take a few minutes, administrators say they've become a critical tool for keeping students connected to school.\u003c/p>\n\u003cp>Doyen says the school worked to connect families with basic needs, like heating assistance, and began making deliveries last fall to get them food.\u003c/p>\n\u003cp>Early on a recent chilly morning, Dirigo teacher Rachel Buck drove around the school district, her car loaded up with boxes of school materials and canned goods.\u003c/p>\n\u003cp>Buck wasn't scheduled to teach for another two hours, but as the district's remote learning coordinator, she went from doorstep to doorstep, distributing supplies to students she hadn't seen in-person for weeks or months.\u003c/p>\n\u003cp>It was during the first few deliveries last fall that Buck says she already noticed that a quick face-to-face interaction helped families to trust her, and made it easier to work together to get their children to show up to class.\u003c/p>\n\u003cp>\"So these deliveries, whatever way districts are able to reach out and connect with their families, and their community, it is putting action behind the words, 'I care about your kids' education,' \" Buck said. \"It's a way to concretely look at it and say, 'Yeah, they do care. They really do.' \"\u003c/p>\n\u003cp>\u003cstrong>Knowing that teachers care \u003c/strong>\u003c/p>\n\u003cp>Administrators acknowledge that the texts and visits haven't fixed everything, but their list of students who've \"disappeared\" has gone from a few dozen this fall to just a handful now.\u003c/p>\n\u003cp>After getting bombarded with texts and phone calls, Ducharme finally met with his teachers. He got back to work and is now mostly caught up.\u003c/p>\n\u003cp>\"I'm very thankful to have them,\" he said. \"And having them reach out and say, 'We care about you. We really want you to succeed in life. We want you to be here.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ducharme said he doesn't want to miss class now. He knows that if he does slack off, his teachers will hunt him down again.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Maine Public. To see more, visit \u003ca href=\"https://mainepublic.org\">Maine Public\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Knock+On+Doors+Looking+For+Students+Who%27ve+Disappeared+From+Online+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Biden wants \u003ca href=\"https://www.npr.org/sections/biden-transition-updates/2021/02/03/963620575/education-pick-miguel-cardonas-message-to-lawmakers-en-la-union-esta-la-fuerza\">most K-8 schools to be ready to go back to in-person\u003c/a> learning by the end of April. The problem is teachers and administrators don't agree on how to do it.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention last week\u003ca href=\"https://www.npr.org/2021/01/26/960885936/cdc-makes-case-for-school-reopening\"> made its case for in-person learning\u003c/a>, arguing that data from K-12 schools that took precautions — like wearing masks, social distancing and ventilating rooms — show little evidence that in-person classes contributed meaningfully to the spread of COVID-19.\u003c/p>\n\u003cp>But some teachers – \u003ca href=\"https://www.npr.org/2021/01/27/960868462/dont-call-it-a-comeback-school-districts-that-never-opened-are-having-trouble-no\">like those in big cities\u003c/a>, where school districts have been closed to most in-person learning for months – have been among those pushing back against plans to return to classrooms.\u003c/p>\n\u003cp>In Chicago, for example, the school district and teachers are in a standoff over how to reopen schools for the 70,000 elementary school students the district says it plans to bring back. The sticking points, \u003ca href=\"https://www.wbez.org/stories/mayor-lightfoot-says-times-up-to-make-a-deal-on-school-reopening/9ffabd85-2b26-48d0-a700-3c2c818003de\">according to WBEZ\u003c/a>, include finding a public health metric that would trigger a return to all-remote learning.\u003c/p>\n\u003cp>Randi Weingarten, president of the American Federation of Teachers, tells NPR's \u003cem>Morning Edition\u003c/em> that for teachers, it's not a matter of simply preferring to stay home. It's a safety issue, and they feel safer staying home, she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers are scared of contracting and spreading the virus. Not all places have prioritized teachers for vaccinations, although some local governments, including Ohio, \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">have offered teachers\u003c/a> vaccine priority. Some groups, \u003ca href=\"https://www.veanea.org/schools-should-go-all-virtual-until-staff-are-vaccinated/\">like the Virginia Education Association\u003c/a>, are pushing to get teachers fully vaccinated before returning to classrooms.\u003c/p>\n\u003cp>But on Wednesday, CDC Director Dr. Rochelle Walensky, citing the agency's data released last week, told reporters that vaccinations should not be a \"prerequisite for safe reopening.\"\u003c/p>\n\u003cp>Weingarten says teachers want to be involved in the process of reopening, and \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">they want the resources\u003c/a> — to, for example, test, trace and isolate new cases — to ensure it can happen safely. But they're scared, she says, and some of those fears are based on what she calls \u003ca href=\"https://www.aft.org/reopen-schools\">\"misinformation\" about the virus\u003c/a>. She says getting teachers comfortable with heading back to schools will rely not just on the science, but also on rebuilding trust between teachers and local governments.\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/11/29/939902582/new-york-city-schools-will-reopen-with-new-covid-19-testing-protocol\">New York has done that\u003c/a>. We're starting to have phased reopenings in Boston,\" she says. \"We have to have examples that can be lifted up because, frankly, people need to trust that elected officials are going to have their best interest in mind.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Is the problem that teachers don't trust the science behind safe in-person school?\u003c/strong>\u003c/p>\n\u003cp>It's not a matter of not trusting the science. It's a matter of, there's been so much disinformation, people don't know who to trust. And so part of what's vital here is to make sure that educators are involved in this process, as well as [given] the resources to make it happen.\u003c/p>\n\u003cp>\u003cstrong>Should all teachers be required to get vaccinated?\u003c/strong>\u003c/p>\n\u003cp>I think that all teachers who want to get vaccinated should be able to get vaccinated as quickly as possible. I think that that creates another layer of protection.\u003c/p>\n\u003cp>...\u003c/p>\n\u003cp>I'm a big believer that 100% of people should get vaccinated. I think that science suggests that. But given the country that we're in right now, and given the level of distrust about vaccines, we have a lot more work to do about vaccine hesitancy before you can even address that question.\u003c/p>\n\u003cp>\u003cstrong>There's wide consensus that a lot of kids are falling behind academically but the emotional psychological toll on kids has been huge. The \u003c/strong>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm#:~:text=Beginning%20in%20April%202020%2C%20the,17%20years%20increased%20approximately%2024%25.\">\u003cstrong>CDC found\u003c/strong>\u003c/a>\u003cstrong> that from April to October 2020, hospitals across the country saw a 24% increase in the proportion of mental health emergency visits for kids ages 5 to 11. How do you, as a leader of this union, measure the actual pain and suffering of the kids against the potential pain and suffering of the teachers?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's fear and pain everywhere, and frankly, the lion's share of teachers are parents as well. For educators, they understand what's going on with our kids. They're scared for our kids, they're scared for themselves. And that's why we're working double and triple time, and have been for months, to get the resources, to get the safeguards and to get a consistent message from government about what is needed.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Union+Head%3A+Examples+Of+Success+And+Trust+Key+To+Reopening+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Getting some teachers comfortable with opening schools will hinge in part on elected officials showing they have educators' \"best interest in mind,\" says union leader Randi Weingarten.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden wants \u003ca href=\"https://www.npr.org/sections/biden-transition-updates/2021/02/03/963620575/education-pick-miguel-cardonas-message-to-lawmakers-en-la-union-esta-la-fuerza\">most K-8 schools to be ready to go back to in-person\u003c/a> learning by the end of April. The problem is teachers and administrators don't agree on how to do it.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention last week\u003ca href=\"https://www.npr.org/2021/01/26/960885936/cdc-makes-case-for-school-reopening\"> made its case for in-person learning\u003c/a>, arguing that data from K-12 schools that took precautions — like wearing masks, social distancing and ventilating rooms — show little evidence that in-person classes contributed meaningfully to the spread of COVID-19.\u003c/p>\n\u003cp>But some teachers – \u003ca href=\"https://www.npr.org/2021/01/27/960868462/dont-call-it-a-comeback-school-districts-that-never-opened-are-having-trouble-no\">like those in big cities\u003c/a>, where school districts have been closed to most in-person learning for months – have been among those pushing back against plans to return to classrooms.\u003c/p>\n\u003cp>In Chicago, for example, the school district and teachers are in a standoff over how to reopen schools for the 70,000 elementary school students the district says it plans to bring back. The sticking points, \u003ca href=\"https://www.wbez.org/stories/mayor-lightfoot-says-times-up-to-make-a-deal-on-school-reopening/9ffabd85-2b26-48d0-a700-3c2c818003de\">according to WBEZ\u003c/a>, include finding a public health metric that would trigger a return to all-remote learning.\u003c/p>\n\u003cp>Randi Weingarten, president of the American Federation of Teachers, tells NPR's \u003cem>Morning Edition\u003c/em> that for teachers, it's not a matter of simply preferring to stay home. It's a safety issue, and they feel safer staying home, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers are scared of contracting and spreading the virus. Not all places have prioritized teachers for vaccinations, although some local governments, including Ohio, \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">have offered teachers\u003c/a> vaccine priority. Some groups, \u003ca href=\"https://www.veanea.org/schools-should-go-all-virtual-until-staff-are-vaccinated/\">like the Virginia Education Association\u003c/a>, are pushing to get teachers fully vaccinated before returning to classrooms.\u003c/p>\n\u003cp>But on Wednesday, CDC Director Dr. Rochelle Walensky, citing the agency's data released last week, told reporters that vaccinations should not be a \"prerequisite for safe reopening.\"\u003c/p>\n\u003cp>Weingarten says teachers want to be involved in the process of reopening, and \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">they want the resources\u003c/a> — to, for example, test, trace and isolate new cases — to ensure it can happen safely. But they're scared, she says, and some of those fears are based on what she calls \u003ca href=\"https://www.aft.org/reopen-schools\">\"misinformation\" about the virus\u003c/a>. She says getting teachers comfortable with heading back to schools will rely not just on the science, but also on rebuilding trust between teachers and local governments.\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/11/29/939902582/new-york-city-schools-will-reopen-with-new-covid-19-testing-protocol\">New York has done that\u003c/a>. We're starting to have phased reopenings in Boston,\" she says. \"We have to have examples that can be lifted up because, frankly, people need to trust that elected officials are going to have their best interest in mind.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Is the problem that teachers don't trust the science behind safe in-person school?\u003c/strong>\u003c/p>\n\u003cp>It's not a matter of not trusting the science. It's a matter of, there's been so much disinformation, people don't know who to trust. And so part of what's vital here is to make sure that educators are involved in this process, as well as [given] the resources to make it happen.\u003c/p>\n\u003cp>\u003cstrong>Should all teachers be required to get vaccinated?\u003c/strong>\u003c/p>\n\u003cp>I think that all teachers who want to get vaccinated should be able to get vaccinated as quickly as possible. I think that that creates another layer of protection.\u003c/p>\n\u003cp>...\u003c/p>\n\u003cp>I'm a big believer that 100% of people should get vaccinated. I think that science suggests that. But given the country that we're in right now, and given the level of distrust about vaccines, we have a lot more work to do about vaccine hesitancy before you can even address that question.\u003c/p>\n\u003cp>\u003cstrong>There's wide consensus that a lot of kids are falling behind academically but the emotional psychological toll on kids has been huge. The \u003c/strong>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm#:~:text=Beginning%20in%20April%202020%2C%20the,17%20years%20increased%20approximately%2024%25.\">\u003cstrong>CDC found\u003c/strong>\u003c/a>\u003cstrong> that from April to October 2020, hospitals across the country saw a 24% increase in the proportion of mental health emergency visits for kids ages 5 to 11. How do you, as a leader of this union, measure the actual pain and suffering of the kids against the potential pain and suffering of the teachers?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's fear and pain everywhere, and frankly, the lion's share of teachers are parents as well. For educators, they understand what's going on with our kids. They're scared for our kids, they're scared for themselves. And that's why we're working double and triple time, and have been for months, to get the resources, to get the safeguards and to get a consistent message from government about what is needed.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Union+Head%3A+Examples+Of+Success+And+Trust+Key+To+Reopening+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Fair and Factual: How to Navigate Important Political Discussions with Students",
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"content": "\u003cp>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>This story about \u003c/i>\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/klXWCKr6MvTDxglyiMoI7G?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>political neutrality\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/R9biCL9PNwTkMxADuqbUxB?domain=us2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci> Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>Samantha Palu, a high school government teacher in South Dakota, came to school on Jan. 7, 2021, armed with a plan to talk to all of her classes about the attack on the U.S. Capitol the previous day. When she started at the school in August, she was told not to say anything “political” in class — a difficult mandate for an educator whose job it is to teach about politics.\u003c/p>\n\u003cp>But for Palu, not addressing the Capitol violence would have been a dereliction of her duty as an educator. “I just knew that I couldn't stay silent, because that would just add to the problem,” she said. “This stopped being Republicans versus Democrats. These were domestic terrorists that did this and that’s what I told my students.”\u003c/p>\n\u003cp>During the discussion, a student walked out of her class. The school’s administration later received a phone call from the student’s family expressing concern that Palu was advancing a “political agenda,” she said. Palu’s principal backed her up, but she worries about backlash when she tackles controversial topics in the future.\u003c/p>\n\u003cp>Across the country, teachers like Palu have grappled with how — and whether — to discuss the violent attack on the U.S. Capitol and other seismic events with their students. While some \u003ca href=\"https://hechingerreport.org/last-week-was-tough-teachers-say-but-it-wasnt-the-first-difficult-day-after-theyve-faced/\">districts instructed teachers to address the insurrection\u003c/a> in class, others did not provide any guidance at all or asked that their educators remain silent on the issue, teachers said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There is a longstanding principle that public school teachers, as representatives of the state, must not attempt to influence their students’ political beliefs, according to Wayne Journell, an education professor at the University of North Carolina at Greensboro. While that basic stance is relatively uncontroversial, he said, it has gradually morphed into a belief that teachers should be apolitical and refrain from sharing their personal views with students.\u003c/p>\n\u003cp>This has contributed to school and district policies requiring teachers to remain politically neutral in the classroom. Educators often hear \u003ca href=\"https://www.texastribune.org/2020/08/26/texas-teacher-black-lives-matter-LGBTQ/\">cautionary tales\u003c/a> in the media of colleagues who were disciplined for being “too political.” Parents, meanwhile, are increasingly pushing back when they hear of teachers discussing current events with students.\u003c/p>\n\u003cp>As a result, teachers are sometimes reluctant to discuss any controversial topics at all — especially in the current climate when the legitimacy of science and facts has been called into question.\u003c/p>\n\u003cp>Political neutrality “is really difficult to navigate, because it seems like as a country, we can't even agree on some of the basic facts,” said Isabel Morales, a high school social studies teacher in Los Angeles. “One of my colleagues said, ‘I never thought that saying that we have to count the votes would be considered partisan or that I'm indoctrinating students.’”\u003c/p>\n\u003cp>Yet experts say that it’s impossible to remove politics from the classroom because teaching itself is a political act. “Education itself is political — who chooses the textbooks, who funds schools, how schools are funded,” said Alyssa Dunn, an education professor at Michigan State University. “So to say that curriculum has to be apolitical is a misunderstanding of the fact that education is a political space to begin with.”\u003c/p>\n\u003cp>Studies, meanwhile, \u003ca href=\"https://journal.jctonline.org/index.php/jct/article/view/557\">show\u003c/a>\u003ca href=\"https://journal.jctonline.org/index.php/jct/article/view/557\"> that teachers disclosing their beliefs\u003c/a> has little influence on a student's own political views. “It’s not synonymous with indoctrination,” Dunn said. “You’re not requiring students to share your belief, you’re just sharing yours with them.”\u003c/p>\n\u003cp>In his research, Journell found that students don't care where their teachers stand politically as long as they feel like they aren’t being pressured to think a certain way. “They actually like knowing where their teachers stand,” he said. “It's the district administrators and parents who cause the problems.”\u003c/p>\n\u003cp>In fact, teachers disclosing their beliefs can help students learn to think critically, Journell said. Being introduced early on to the idea that adults have individual viewpoints helps young people understand the concept of bias and better distinguish between fact and opinion, he said. But while teachers should share their own views, they should never tell students how they or their family members should vote. “Teachers should help students understand what they believe and why they believe it,” he said.\u003c/p>\n\u003cp>Yet many teachers say they feel uncomfortable simply discussing topics that might be perceived as political. In a recent EdWeek Research Center survey, \u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">86 percent of teachers \u003c/a>\u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">reported that \u003c/a>\u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">they did not talk about former President Trump’s claims\u003c/a> of voter fraud with students. Most said they didn’t because it was outside their discipline, but 18 percent said that the topic could lead to parent complaints and 14 percent said that they feared being accused of indoctrinating students.\u003c/p>\n\u003cp>While there hasn’t been any systematic study of how many teachers have lost their jobs because they expressed their political opinions in the classroom, educators sometimes have an outsized view of how often such discipline occurs because of the incidents that garner public attention, said Dunn. “All we see are the major stories that make the news, not the many hundreds of thousands of teachers who engage in issues of justice in their classrooms every day,” she said.\u003c/p>\n\u003cp>Last fall, for example, an English teacher in Texas made headlines after being placed on\u003ca href=\"https://www.texastribune.org/2020/08/26/texas-teacher-black-lives-matter-LGBTQ/\"> paid leave because she had Black Lives Matter\u003c/a> and LGBTQ+ posters on the walls of her virtual classroom. The teacher was reinstated but then declined to return to her classroom and instead called for the introduction of explicit anti-racist policies in the district.\u003c/p>\n\u003cp>Teachers who do not feel they have the support of their administration, or hold political beliefs at odds with the prevailing views in their community, tend to feel less inclined to talk frankly with students about current events and other issues, say teachers and experts. Educators teaching remotely during the pandemic may also be more reluctant to engage in controversial topics because parents are often present for virtual instruction.\u003c/p>\n\u003cp>Teachers in schools with a progressive curriculum backed up by state standards about what students should learn, and those with the support of a strong teachers’ union, are often more comfortable having these conversations, according to educators and experts.\u003c/p>\n\u003cp>Mark Gomez, a history and social studies curriculum specialist for the Salinas Union High School District, works in Monterey, a predominantly blue county in California. He said that liberal and conservative educators alike feel they are silenced by notions of political neutrality. “I've had teachers express how they feel like they've been targeted and called out for having unpopular conservative views in our school spaces,” he said.\u003c/p>\n\u003cp>His district, which is majority Latino, has adopted a social studies curriculum that includes ethnic studies and critical race theory. But even though talking about race is built into the curriculum, teachers still sometimes get mixed messages from school leaders about what they can and cannot say on that and other issues, he said.\u003c/p>\n\u003cfigure id=\"attachment_57328\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57328\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394.jpg\" alt=\"\" width=\"200\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-800x1422.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-1020x1813.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-160x284.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-768x1365.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-864x1536.jpg 864w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-1152x2048.jpg 1152w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Duane Moore teaches U.S. government and African American history in Hamilton, Ohio. He doesn’t shy from letting students know his political views, but he grounds discussions in facts and builds mutual trust. \u003ccite>(Duane Moore)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other teachers say they’ve found ways to navigate potentially explosive conversations — with a lot of practice. Duane Moore, a 20-year veteran in the classroom, teaches U.S. government and African American history in right-leaning Hamilton, Ohio. He says he’s not shy about letting students know his political views because he builds a strong foundation based on facts and mutual trust. “It’s no secret that I dislike Trump,” he said. “But I don't place my dislike at the forefront of my discussion of the events of the day. The kids also know that I'm going to be fair about the information that I share with them and that I’m very particular about my facts.”\u003c/p>\n\u003cp>When Terrance Lewis, a social studies teacher in Columbus, Georgia, first started teaching four years ago, he invited representatives of the Equal Justice Initiative, a nonprofit providing legal representation to wrongly convicted individuals, to come to his ninth grade government class to discuss racial disparities in sentencing. The topic is outlined in Georgia’s state social studies standards.\u003c/p>\n\u003cp>Soon after the classroom visit, a parent complained about it on a community Facebook page, arguing that talking about race is divisive and it’s time to move on, Lewis recalled. Some parents defended Lewis, he said, but most “were calling for my job.”\u003c/p>\n\u003cp>Lewis’s principal supported him, though, and emailed the parent who made the original Facebook post, which was eventually removed.\u003c/p>\n\u003cfigure id=\"attachment_57330\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-57330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis.jpg\" alt=\"\" width=\"240\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis-160x213.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003cfigcaption class=\"wp-caption-text\">Terrance Lewis, who teaches in Georgia, emails parents ahead of class discussions on topics that might be deemed controversial. \u003ccite>(Terrance Lewis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, before any discussions that could be considered controversial, Lewis emails parents and describes how the topics fit into state social studies standards. “I think a lot of times parents think you force their children to think one way or the other,” said Lewis. “And I just do that just to be proactive and to ensure that parents are [informed].”\u003c/p>\n\u003cp>Some educators, though, say that sharing their thoughts on an issue can impede students’ ability to form their own opinions. “The heart of the work I do is based on inquiry,” said Shari Conditt, a government teacher in Vancouver, Washington. “So I'm really more focused on question-asking than I am on answer-giving.”\u003c/p>\n\u003cp>“I can't divorce who I am and how I think about the world all the time from how I teach,” Conditt acknowledged. “The best I can do is try to cover it up as much as possible.” She does that by paying attention to her words.\u003c/p>\n\u003cp>When a video of former President Donald Trump making vulgar remarks about women was released just weeks before the 2016 election, Conditt said she “talked around it,” rather than directly criticizing Trump’s conduct. She told her students that one of the candidates had made a comment that angered people. And she focused the conversation on one question.\u003c/p>\n\u003cfigure id=\"attachment_57329\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-57329\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276.jpg\" alt=\"\" width=\"250\" height=\"442\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276.jpg 273w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276-160x283.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shari Conditt, who teaches government in Vancouver, Washington, said she centers class discussions on questions and tries to avoid sharing her own opinions. \u003ccite>(Shari Conditt )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is how I put it: ‘You have to ask yourself, are you comfortable with how the candidate has spoken about women?’ ” she said. “The minute I use the word ‘misogynistic’ in my classroom, I know that I'm going to be hearing from my conservative parents.”\u003c/p>\n\u003cp>The social studies teachers at Morales’ school in Los Angeles have focused on media literacy in the aftermath of the Capitol attacks. She showed a clip from PBS stating that pro-Trump supporters had stormed the Capitol, and also noted claims that the rioters were antifa, a far-left activist group. Morales then discussed how to think critically about those statements and discern which was accurate.\u003c/p>\n\u003cp>“This is something we're seeing in our society that we cannot agree on,” she told her students. “And so the skill that we need to build as a classroom is really knowing what the truth is. And so if we are hearing people say different things, how can we find out the truth?”\u003c/p>\n\u003cp>Going forward, said Gomez, the educator in Monterey County, California, schools ought to be encouraging students to have more conversations about politics and other controversial topics — not less. That’s how youth will encounter different perspectives, and help refine their own.\u003c/p>\n\u003cp>“These are young people who are still formulating their own civic identities, so to deprive them of that, I think that’s a disservice,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about political neutrality was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem> Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Many teachers saw the attack on the U.S. Capitol as an important moment to discuss history, media literacy and the Constitution with their students. But some were also wary, fearful of angering parents and of running afoul of school district guidance to avoid sharing their political views with students.",
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"description": "Many teachers saw the attack on the U.S. Capitol as an important moment to discuss history, media literacy and the Constitution with their students. But some were also wary, fearful of angering parents and of running afoul of school district guidance to avoid sharing their political views with students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>This story about \u003c/i>\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/klXWCKr6MvTDxglyiMoI7G?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>political neutrality\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/R9biCL9PNwTkMxADuqbUxB?domain=us2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci> Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,Garamond,Times New Roman,serif\">\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>Samantha Palu, a high school government teacher in South Dakota, came to school on Jan. 7, 2021, armed with a plan to talk to all of her classes about the attack on the U.S. Capitol the previous day. When she started at the school in August, she was told not to say anything “political” in class — a difficult mandate for an educator whose job it is to teach about politics.\u003c/p>\n\u003cp>But for Palu, not addressing the Capitol violence would have been a dereliction of her duty as an educator. “I just knew that I couldn't stay silent, because that would just add to the problem,” she said. “This stopped being Republicans versus Democrats. These were domestic terrorists that did this and that’s what I told my students.”\u003c/p>\n\u003cp>During the discussion, a student walked out of her class. The school’s administration later received a phone call from the student’s family expressing concern that Palu was advancing a “political agenda,” she said. Palu’s principal backed her up, but she worries about backlash when she tackles controversial topics in the future.\u003c/p>\n\u003cp>Across the country, teachers like Palu have grappled with how — and whether — to discuss the violent attack on the U.S. Capitol and other seismic events with their students. While some \u003ca href=\"https://hechingerreport.org/last-week-was-tough-teachers-say-but-it-wasnt-the-first-difficult-day-after-theyve-faced/\">districts instructed teachers to address the insurrection\u003c/a> in class, others did not provide any guidance at all or asked that their educators remain silent on the issue, teachers said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There is a longstanding principle that public school teachers, as representatives of the state, must not attempt to influence their students’ political beliefs, according to Wayne Journell, an education professor at the University of North Carolina at Greensboro. While that basic stance is relatively uncontroversial, he said, it has gradually morphed into a belief that teachers should be apolitical and refrain from sharing their personal views with students.\u003c/p>\n\u003cp>This has contributed to school and district policies requiring teachers to remain politically neutral in the classroom. Educators often hear \u003ca href=\"https://www.texastribune.org/2020/08/26/texas-teacher-black-lives-matter-LGBTQ/\">cautionary tales\u003c/a> in the media of colleagues who were disciplined for being “too political.” Parents, meanwhile, are increasingly pushing back when they hear of teachers discussing current events with students.\u003c/p>\n\u003cp>As a result, teachers are sometimes reluctant to discuss any controversial topics at all — especially in the current climate when the legitimacy of science and facts has been called into question.\u003c/p>\n\u003cp>Political neutrality “is really difficult to navigate, because it seems like as a country, we can't even agree on some of the basic facts,” said Isabel Morales, a high school social studies teacher in Los Angeles. “One of my colleagues said, ‘I never thought that saying that we have to count the votes would be considered partisan or that I'm indoctrinating students.’”\u003c/p>\n\u003cp>Yet experts say that it’s impossible to remove politics from the classroom because teaching itself is a political act. “Education itself is political — who chooses the textbooks, who funds schools, how schools are funded,” said Alyssa Dunn, an education professor at Michigan State University. “So to say that curriculum has to be apolitical is a misunderstanding of the fact that education is a political space to begin with.”\u003c/p>\n\u003cp>Studies, meanwhile, \u003ca href=\"https://journal.jctonline.org/index.php/jct/article/view/557\">show\u003c/a>\u003ca href=\"https://journal.jctonline.org/index.php/jct/article/view/557\"> that teachers disclosing their beliefs\u003c/a> has little influence on a student's own political views. “It’s not synonymous with indoctrination,” Dunn said. “You’re not requiring students to share your belief, you’re just sharing yours with them.”\u003c/p>\n\u003cp>In his research, Journell found that students don't care where their teachers stand politically as long as they feel like they aren’t being pressured to think a certain way. “They actually like knowing where their teachers stand,” he said. “It's the district administrators and parents who cause the problems.”\u003c/p>\n\u003cp>In fact, teachers disclosing their beliefs can help students learn to think critically, Journell said. Being introduced early on to the idea that adults have individual viewpoints helps young people understand the concept of bias and better distinguish between fact and opinion, he said. But while teachers should share their own views, they should never tell students how they or their family members should vote. “Teachers should help students understand what they believe and why they believe it,” he said.\u003c/p>\n\u003cp>Yet many teachers say they feel uncomfortable simply discussing topics that might be perceived as political. In a recent EdWeek Research Center survey, \u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">86 percent of teachers \u003c/a>\u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">reported that \u003c/a>\u003ca href=\"https://www.edweek.org/teaching-learning/disinformation-is-rampant-heres-how-teachers-are-combatting-it/2020/11\">they did not talk about former President Trump’s claims\u003c/a> of voter fraud with students. Most said they didn’t because it was outside their discipline, but 18 percent said that the topic could lead to parent complaints and 14 percent said that they feared being accused of indoctrinating students.\u003c/p>\n\u003cp>While there hasn’t been any systematic study of how many teachers have lost their jobs because they expressed their political opinions in the classroom, educators sometimes have an outsized view of how often such discipline occurs because of the incidents that garner public attention, said Dunn. “All we see are the major stories that make the news, not the many hundreds of thousands of teachers who engage in issues of justice in their classrooms every day,” she said.\u003c/p>\n\u003cp>Last fall, for example, an English teacher in Texas made headlines after being placed on\u003ca href=\"https://www.texastribune.org/2020/08/26/texas-teacher-black-lives-matter-LGBTQ/\"> paid leave because she had Black Lives Matter\u003c/a> and LGBTQ+ posters on the walls of her virtual classroom. The teacher was reinstated but then declined to return to her classroom and instead called for the introduction of explicit anti-racist policies in the district.\u003c/p>\n\u003cp>Teachers who do not feel they have the support of their administration, or hold political beliefs at odds with the prevailing views in their community, tend to feel less inclined to talk frankly with students about current events and other issues, say teachers and experts. Educators teaching remotely during the pandemic may also be more reluctant to engage in controversial topics because parents are often present for virtual instruction.\u003c/p>\n\u003cp>Teachers in schools with a progressive curriculum backed up by state standards about what students should learn, and those with the support of a strong teachers’ union, are often more comfortable having these conversations, according to educators and experts.\u003c/p>\n\u003cp>Mark Gomez, a history and social studies curriculum specialist for the Salinas Union High School District, works in Monterey, a predominantly blue county in California. He said that liberal and conservative educators alike feel they are silenced by notions of political neutrality. “I've had teachers express how they feel like they've been targeted and called out for having unpopular conservative views in our school spaces,” he said.\u003c/p>\n\u003cp>His district, which is majority Latino, has adopted a social studies curriculum that includes ethnic studies and critical race theory. But even though talking about race is built into the curriculum, teachers still sometimes get mixed messages from school leaders about what they can and cannot say on that and other issues, he said.\u003c/p>\n\u003cfigure id=\"attachment_57328\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57328\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394.jpg\" alt=\"\" width=\"200\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-800x1422.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-1020x1813.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-160x284.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-768x1365.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-864x1536.jpg 864w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-duane-Moore-scaled-e1612252078394-1152x2048.jpg 1152w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Duane Moore teaches U.S. government and African American history in Hamilton, Ohio. He doesn’t shy from letting students know his political views, but he grounds discussions in facts and builds mutual trust. \u003ccite>(Duane Moore)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other teachers say they’ve found ways to navigate potentially explosive conversations — with a lot of practice. Duane Moore, a 20-year veteran in the classroom, teaches U.S. government and African American history in right-leaning Hamilton, Ohio. He says he’s not shy about letting students know his political views because he builds a strong foundation based on facts and mutual trust. “It’s no secret that I dislike Trump,” he said. “But I don't place my dislike at the forefront of my discussion of the events of the day. The kids also know that I'm going to be fair about the information that I share with them and that I’m very particular about my facts.”\u003c/p>\n\u003cp>When Terrance Lewis, a social studies teacher in Columbus, Georgia, first started teaching four years ago, he invited representatives of the Equal Justice Initiative, a nonprofit providing legal representation to wrongly convicted individuals, to come to his ninth grade government class to discuss racial disparities in sentencing. The topic is outlined in Georgia’s state social studies standards.\u003c/p>\n\u003cp>Soon after the classroom visit, a parent complained about it on a community Facebook page, arguing that talking about race is divisive and it’s time to move on, Lewis recalled. Some parents defended Lewis, he said, but most “were calling for my job.”\u003c/p>\n\u003cp>Lewis’s principal supported him, though, and emailed the parent who made the original Facebook post, which was eventually removed.\u003c/p>\n\u003cfigure id=\"attachment_57330\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-57330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis.jpg\" alt=\"\" width=\"240\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-terrance-lewis-160x213.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003cfigcaption class=\"wp-caption-text\">Terrance Lewis, who teaches in Georgia, emails parents ahead of class discussions on topics that might be deemed controversial. \u003ccite>(Terrance Lewis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, before any discussions that could be considered controversial, Lewis emails parents and describes how the topics fit into state social studies standards. “I think a lot of times parents think you force their children to think one way or the other,” said Lewis. “And I just do that just to be proactive and to ensure that parents are [informed].”\u003c/p>\n\u003cp>Some educators, though, say that sharing their thoughts on an issue can impede students’ ability to form their own opinions. “The heart of the work I do is based on inquiry,” said Shari Conditt, a government teacher in Vancouver, Washington. “So I'm really more focused on question-asking than I am on answer-giving.”\u003c/p>\n\u003cp>“I can't divorce who I am and how I think about the world all the time from how I teach,” Conditt acknowledged. “The best I can do is try to cover it up as much as possible.” She does that by paying attention to her words.\u003c/p>\n\u003cp>When a video of former President Donald Trump making vulgar remarks about women was released just weeks before the 2016 election, Conditt said she “talked around it,” rather than directly criticizing Trump’s conduct. She told her students that one of the candidates had made a comment that angered people. And she focused the conversation on one question.\u003c/p>\n\u003cfigure id=\"attachment_57329\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-57329\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276.jpg\" alt=\"\" width=\"250\" height=\"442\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276.jpg 273w, https://ww2.kqed.org/app/uploads/sites/23/2021/02/Charlotte-West-shari_hills-conditt-2-e1612254256276-160x283.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shari Conditt, who teaches government in Vancouver, Washington, said she centers class discussions on questions and tries to avoid sharing her own opinions. \u003ccite>(Shari Conditt )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is how I put it: ‘You have to ask yourself, are you comfortable with how the candidate has spoken about women?’ ” she said. “The minute I use the word ‘misogynistic’ in my classroom, I know that I'm going to be hearing from my conservative parents.”\u003c/p>\n\u003cp>The social studies teachers at Morales’ school in Los Angeles have focused on media literacy in the aftermath of the Capitol attacks. She showed a clip from PBS stating that pro-Trump supporters had stormed the Capitol, and also noted claims that the rioters were antifa, a far-left activist group. Morales then discussed how to think critically about those statements and discern which was accurate.\u003c/p>\n\u003cp>“This is something we're seeing in our society that we cannot agree on,” she told her students. “And so the skill that we need to build as a classroom is really knowing what the truth is. And so if we are hearing people say different things, how can we find out the truth?”\u003c/p>\n\u003cp>Going forward, said Gomez, the educator in Monterey County, California, schools ought to be encouraging students to have more conversations about politics and other controversial topics — not less. That’s how youth will encounter different perspectives, and help refine their own.\u003c/p>\n\u003cp>“These are young people who are still formulating their own civic identities, so to deprive them of that, I think that’s a disservice,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about political neutrality was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem> Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Pandemic Schooling Is Overwhelming. Here’s How One School Lightened the Load.",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From personal health concerns to worries about \u003c/span>\u003ca href=\"https://www.npr.org/2020/12/29/948866982/a-quiet-and-unsettling-pandemic-toll-students-whove-fallen-off-the-grid\">\u003cspan style=\"font-weight: 400\">students who’ve fallen off the grid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the toll of teaching during the coronavirus pandemic can be immense. Many educators say their schools have done \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">little to lighten the load\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not everywhere, though. In a MindShift survey this fall, some of our newsletter subscribers described structural changes at their schools that were making the year more manageable, such as shorter class periods or having one day per week devoted to teacher planning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Principal \u003c/span>\u003ca href=\"https://twitter.com/sbgillam\">\u003cspan style=\"font-weight: 400\">Sarah Gillam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of West Valley High School in Fairbanks, Alaska, was among those who responded to the survey. In a typical year, her school operates on a six-period schedule, with students changing classes after the first semester. This year, students are taking three classes at a time for just one quarter. Student feedback drove the change, Gillam said. In a survey last spring, students resoundingly reported that six daily virtual classes was overwhelming. So faculty and staff devised the quarter system, along with other adjustments, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>A shortened instructional day\u003c/b>\u003cspan style=\"font-weight: 400\"> — Students start at 9:15 a.m. instead of 7:45 a.m.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>A common prep period for teachers\u003c/b>\u003cspan style=\"font-weight: 400\"> — This 60-minute period occurs before the student day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>An additional section of classes for each teacher\u003c/b>\u003cspan style=\"font-weight: 400\"> — Since the prep periods occur before students begin, there’s no prep period during the student day. Gillam said this change was made with the need for physical distancing when in-person schooling begins, and it brought class sizes down to around 25, compared to the usual 30.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When civics teacher \u003c/span>\u003ca href=\"https://twitter.com/Alaska_TOY2020\">\u003cspan style=\"font-weight: 400\">Amy Gallaway\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> heard about the proposed changes, her first reaction was relief. Trying to recreate brick-and-mortar school for seven hours per day online was “untenable” for both students and teachers, she said. But after relief came something else: “What was that feeling? Trepidation.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway, who is Alaska’s \u003c/span>\u003ca href=\"https://education.alaska.gov/recognitionprograms/TOY\">\u003cspan style=\"font-weight: 400\">2020 Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that she wondered “Can I do this, and can I do it well enough that my students learn something really meaningful and their time isn't wasted?” Toni Hawkins, a math teacher at West Valley, alighted on those questions more quickly. “With math, you can't really go onto the next concept until you've really solidified what the previous one was,” she said. “So I got really nervous about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins joined a committee to help redesign core math courses for the fall, and Gallaway got busy reinventing her U.S. government course. After two quarters, both teachers said the compressed schedule is full of challenges, yet holds benefits beyond reducing student and teacher \u003c/span>\u003cspan style=\"font-weight: 400\">overwhelm. It also has led to increased emphasis on higher-order thinking, more connection with individual students and an opportunity to make bold changes.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Math and metacognition\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer, Hawkins worked with other teachers to distill their Algebra I sequence to the essentials. Statistics, for instance, is usually a stand-alone unit, so it got the boot. And while students normally learn to solve systems of equations through multiple methods, this year they might only learn one. Hawkins said the teachers created a document of suggested changes that served as both a guide for colleagues and a record for future years to know \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">what was missed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was just the start. Hawkins had other adjustments to make. To \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-how-to-assess-students-math-skills-remotely/2020/05\">\u003cspan style=\"font-weight: 400\">avoid online cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she scrapped her standards-based assessments and created one assignment per standard, with different weights based on the work involved. She said this move pushed her to limit procedural questions — which students can solve with Snapchat and other apps — and prioritize tasks that required students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">explain their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When her classes learned to write equations of lines, for example, Hawkins assigned a project called \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400\">“My Favorite Mistake.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> At the start of the week, she told students they’d be diving into a complicated skill, and she asked them to note the steps they found tricky. At the end of the week, the students created Flipgrid videos describing their mistake and how they resolved it. Though Hawkins worries about retention with students only taking math for one quarter, she hopes that this increased focus on metacognitive skills will mitigate the issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although eliminating tests saved some time, Hawkins noticed that the lack of discrete units made it harder for students to connect the dots between topics. So she shifted assignment deadlines from the start of class to the end of the day. That gave students the class period and office hours to get more help. It also gave her a better pulse on students’ confidence with the latest topic. If most students turned in an assignment before class, she moved forward. If they didn’t, she took more time for review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one quarter under their belt, Hawkins said her quarter two students “were a lot more savvy about what they needed to do right off the bat.” But by early December, their energy was flagging. “There’s more kids who are just like, ‘Uh! I just can't do it anymore,’” she said. “So I find myself being more of a cheerleader and trying to keep their interests up.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/sbgillam/status/1299400144668950529\u003c/p>\n\u003ch1>\u003cb>Freedom to experiment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Gallaway prepared to condense her U.S. government curriculum, she asked herself a basic question: why do I teach? The answer — “to create empowered and engaged citizens who can go out and change the world” — led her to abandon her familiar routine of six units lasting two or three weeks. Instead, she envisioned the class like a figure eight, with students using key skills, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/media-literacy\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and constitutional analysis, to “constantly move and spiral” around two topics: foundations of government and current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though daunting, Gallaway said reimagining the course also gave her freedom to experiment with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56255/the-endless-but-joyful-work-of-creating-anti-racist-education\">\u003cspan style=\"font-weight: 400\">anti-racist teaching practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the wake of the country’s latest racial reckoning, she wanted students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">engage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply with issues of identity, power and oppression. To do so, throughout the quarter, she asked students to respond to recurring questions on those themes, drawn from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">the work of scholar Gholdy Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I don't have that luxury to fall back on what I usually do,” Gallaway said. “So I've been able to integrate that a lot better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway didn’t make those changes alone. She said that having a common prep period every day enabled West Valley teachers to collaborate within and across departments more than in the past. Social studies and English teachers, for instance, used that time to tackle shared challenges, such as how to facilitate fishbowl discussions, debates and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">student dialogues online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another gift of the schedule was being responsible for fewer students at a time. Gallaway normally has about 125 students per semester. With quarters, she has 60. “It allows me to know students better, get back graded work more quickly, and more easily personalize learning,” she said. “Small class size has been a veritable dream.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge, Gallaway said, is for teachers to strike a balance between bare-bones and jam-packed courses. She’s heard from students who were disappointed about certain activities or content being skipped in her class while at the same time feeling saddled with hours of homework in other courses. Despite those complaints, Gallaway said that most students reported loving being able to focus on just three classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">West Valley completed its second fully remote quarter before winter break. The district is \u003c/span>\u003ca href=\"https://www.k12northstar.org/site/default.aspx?PageType=3&DomainID=33&ModuleInstanceID=19355&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=643334&PageID=59\">\u003cspan style=\"font-weight: 400\">planning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for high school students to have the option to \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/an-early-honeymoon-for-miguel-cardona-could-be-tested-by-bidens-push-to-reopen-schools/2020/12\">\u003cspan style=\"font-weight: 400\">return to in-person classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in February. Gillam, the principal, said the same daily and quarterly schedule will continue for the rest of the year.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gallaway, the schedule is imperfect, but given the imperfect reality of pandemic schooling, the best option. “I think six classes a day — it would just pummel students.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From personal health concerns to worries about \u003c/span>\u003ca href=\"https://www.npr.org/2020/12/29/948866982/a-quiet-and-unsettling-pandemic-toll-students-whove-fallen-off-the-grid\">\u003cspan style=\"font-weight: 400\">students who’ve fallen off the grid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the toll of teaching during the coronavirus pandemic can be immense. Many educators say their schools have done \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">little to lighten the load\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not everywhere, though. In a MindShift survey this fall, some of our newsletter subscribers described structural changes at their schools that were making the year more manageable, such as shorter class periods or having one day per week devoted to teacher planning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Principal \u003c/span>\u003ca href=\"https://twitter.com/sbgillam\">\u003cspan style=\"font-weight: 400\">Sarah Gillam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of West Valley High School in Fairbanks, Alaska, was among those who responded to the survey. In a typical year, her school operates on a six-period schedule, with students changing classes after the first semester. This year, students are taking three classes at a time for just one quarter. Student feedback drove the change, Gillam said. In a survey last spring, students resoundingly reported that six daily virtual classes was overwhelming. So faculty and staff devised the quarter system, along with other adjustments, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>A shortened instructional day\u003c/b>\u003cspan style=\"font-weight: 400\"> — Students start at 9:15 a.m. instead of 7:45 a.m.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>A common prep period for teachers\u003c/b>\u003cspan style=\"font-weight: 400\"> — This 60-minute period occurs before the student day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>An additional section of classes for each teacher\u003c/b>\u003cspan style=\"font-weight: 400\"> — Since the prep periods occur before students begin, there’s no prep period during the student day. Gillam said this change was made with the need for physical distancing when in-person schooling begins, and it brought class sizes down to around 25, compared to the usual 30.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When civics teacher \u003c/span>\u003ca href=\"https://twitter.com/Alaska_TOY2020\">\u003cspan style=\"font-weight: 400\">Amy Gallaway\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> heard about the proposed changes, her first reaction was relief. Trying to recreate brick-and-mortar school for seven hours per day online was “untenable” for both students and teachers, she said. But after relief came something else: “What was that feeling? Trepidation.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway, who is Alaska’s \u003c/span>\u003ca href=\"https://education.alaska.gov/recognitionprograms/TOY\">\u003cspan style=\"font-weight: 400\">2020 Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that she wondered “Can I do this, and can I do it well enough that my students learn something really meaningful and their time isn't wasted?” Toni Hawkins, a math teacher at West Valley, alighted on those questions more quickly. “With math, you can't really go onto the next concept until you've really solidified what the previous one was,” she said. “So I got really nervous about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins joined a committee to help redesign core math courses for the fall, and Gallaway got busy reinventing her U.S. government course. After two quarters, both teachers said the compressed schedule is full of challenges, yet holds benefits beyond reducing student and teacher \u003c/span>\u003cspan style=\"font-weight: 400\">overwhelm. It also has led to increased emphasis on higher-order thinking, more connection with individual students and an opportunity to make bold changes.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Math and metacognition\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer, Hawkins worked with other teachers to distill their Algebra I sequence to the essentials. Statistics, for instance, is usually a stand-alone unit, so it got the boot. And while students normally learn to solve systems of equations through multiple methods, this year they might only learn one. Hawkins said the teachers created a document of suggested changes that served as both a guide for colleagues and a record for future years to know \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">what was missed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was just the start. Hawkins had other adjustments to make. To \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-how-to-assess-students-math-skills-remotely/2020/05\">\u003cspan style=\"font-weight: 400\">avoid online cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she scrapped her standards-based assessments and created one assignment per standard, with different weights based on the work involved. She said this move pushed her to limit procedural questions — which students can solve with Snapchat and other apps — and prioritize tasks that required students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">explain their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When her classes learned to write equations of lines, for example, Hawkins assigned a project called \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400\">“My Favorite Mistake.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> At the start of the week, she told students they’d be diving into a complicated skill, and she asked them to note the steps they found tricky. At the end of the week, the students created Flipgrid videos describing their mistake and how they resolved it. Though Hawkins worries about retention with students only taking math for one quarter, she hopes that this increased focus on metacognitive skills will mitigate the issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although eliminating tests saved some time, Hawkins noticed that the lack of discrete units made it harder for students to connect the dots between topics. So she shifted assignment deadlines from the start of class to the end of the day. That gave students the class period and office hours to get more help. It also gave her a better pulse on students’ confidence with the latest topic. If most students turned in an assignment before class, she moved forward. If they didn’t, she took more time for review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one quarter under their belt, Hawkins said her quarter two students “were a lot more savvy about what they needed to do right off the bat.” But by early December, their energy was flagging. “There’s more kids who are just like, ‘Uh! I just can't do it anymore,’” she said. “So I find myself being more of a cheerleader and trying to keep their interests up.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch1>\u003cb>Freedom to experiment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Gallaway prepared to condense her U.S. government curriculum, she asked herself a basic question: why do I teach? The answer — “to create empowered and engaged citizens who can go out and change the world” — led her to abandon her familiar routine of six units lasting two or three weeks. Instead, she envisioned the class like a figure eight, with students using key skills, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/media-literacy\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and constitutional analysis, to “constantly move and spiral” around two topics: foundations of government and current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though daunting, Gallaway said reimagining the course also gave her freedom to experiment with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56255/the-endless-but-joyful-work-of-creating-anti-racist-education\">\u003cspan style=\"font-weight: 400\">anti-racist teaching practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the wake of the country’s latest racial reckoning, she wanted students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">engage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply with issues of identity, power and oppression. To do so, throughout the quarter, she asked students to respond to recurring questions on those themes, drawn from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">the work of scholar Gholdy Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I don't have that luxury to fall back on what I usually do,” Gallaway said. “So I've been able to integrate that a lot better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway didn’t make those changes alone. She said that having a common prep period every day enabled West Valley teachers to collaborate within and across departments more than in the past. Social studies and English teachers, for instance, used that time to tackle shared challenges, such as how to facilitate fishbowl discussions, debates and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">student dialogues online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another gift of the schedule was being responsible for fewer students at a time. Gallaway normally has about 125 students per semester. With quarters, she has 60. “It allows me to know students better, get back graded work more quickly, and more easily personalize learning,” she said. “Small class size has been a veritable dream.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge, Gallaway said, is for teachers to strike a balance between bare-bones and jam-packed courses. She’s heard from students who were disappointed about certain activities or content being skipped in her class while at the same time feeling saddled with hours of homework in other courses. Despite those complaints, Gallaway said that most students reported loving being able to focus on just three classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">West Valley completed its second fully remote quarter before winter break. The district is \u003c/span>\u003ca href=\"https://www.k12northstar.org/site/default.aspx?PageType=3&DomainID=33&ModuleInstanceID=19355&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=643334&PageID=59\">\u003cspan style=\"font-weight: 400\">planning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for high school students to have the option to \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/an-early-honeymoon-for-miguel-cardona-could-be-tested-by-bidens-push-to-reopen-schools/2020/12\">\u003cspan style=\"font-weight: 400\">return to in-person classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in February. Gillam, the principal, said the same daily and quarterly schedule will continue for the rest of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gallaway, the schedule is imperfect, but given the imperfect reality of pandemic schooling, the best option. “I think six classes a day — it would just pummel students.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Diana Muhammad, who teaches PE and dance in Chicago Public Schools, was \"unsure,\" \"uncertain\" and \"reluctant\" about her district's plan for in-person classes starting Monday. At a Chicago Teachers Union \u003ca href=\"https://www.youtube.com/watch?reload=9&v=2EBCKCAK-ao\">press conference\u003c/a> earlier this month, she said the plan felt \"rushed.\" And then things got really scary.\u003c/p>\n\u003cp>\"Over the winter break, my life was devastated when my daughter, who was sick with various symptoms all over the place for an entire week, woke up one morning and could not see.\"\u003c/p>\n\u003cp>Her daughter ended up in intensive care for a week, she said. It turned out to be a case of multisystem inflammatory syndrome, or MIS-C. That's an extremely rare, and very dangerous, complication of COVID-19 found in children, \u003ca href=\"https://www.aappublications.org/news/2020/07/16/miscdata071620\">particularly in Black and Latino children\u003c/a>. Noting this disparate impact, and the fact that Chicago Public School students are about 90% nonwhite, Muhammad said, \"Now I am seriously concerned about us rushing back without having a well-thought-out plan.\"\u003c/p>\n\u003cp>The idea that opening Chicago's school buildings in February 2021, 11 months after they shut down, constitutes \"rushing back\" would be news in most of the country. As of the third week of January, 58% of students nationwide were in districts with at least some in-person learning. That's according to the organization Burbio, which scrapes a selection of school websites for the data. And that's actually a growing number. Burbio reported that late January brought the biggest drop in \"virtual-only\" students since September. Many districts opened up school buildings again after closures brought on by holiday-related spikes.\u003c/p>\n\u003cp>However, Burbio estimates that about a third of the country's students have not had a single day in school since last March. This includes much of the West Coast, the Mid-Atlantic and some big cities like Chicago, Philadelphia, Cleveland and Atlanta.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In some of those districts, trying to open up for the first time right now is like spitting into a freezing wind (without a mask). On Tuesday, the Chicago Teachers Union and CPS \u003ca href=\"https://www.wbez.org/stories/heres-why-teachers-wont-show-up-wednesday-and-why-that-could-trigger-a-strike/a07789c5-0c5c-435c-bb6d-8b51ccbe6e09\">failed to reach a deal on school reopening\u003c/a>, triggering plans for 14,000 school staff to refuse to report to schools on Wednesday, and opening the door for a strike.\u003c/p>\n\u003cp>In Montclair, N.J., an affluent New York City suburb, teachers also refused to come to work, leading the district to \u003ca href=\"https://www.nytimes.com/2021/01/25/nyregion/montclair-schools-covid.html\">abandon its opening plans\u003c/a> set for this past Monday. And Washington, D.C., appears \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">headed for a similar showdown\u003c/a> over a Feb. 1 opening date. In all three places, this is only the latest in a series of torn-up reopening plans.\u003c/p>\n\u003cp>\u003cstrong>#OnlyWhenItsSafe\u003c/strong>\u003c/p>\n\u003cp>The terrible and mounting toll of the pandemic has caused positions to harden on both sides of the reopening debate. For districts that pledged in the summer or fall to reopen when coronavirus numbers got better, there are many cases where \u003ca href=\"https://philadelphia.chalkbeat.org/2020/11/10/21558568/philadelphia-again-delays-start-of-in-person-learning\">the numbers haven't cooperated\u003c/a>.\u003c/p>\n\u003cp>\"There is little likelihood the low-income communities we serve, which have been hit hardest by the virus, will meet the proposed 'Safe Schools for All' COVID guidelines by February 1st,\" Los Angeles Unified Superintendent Austin Beutner \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/930/Austin%20Beutner_January%2025_Update%20to%20the%20School%20Community_Speech%20Transcript_English.pdf\">told his community\u003c/a> on Monday. \"Many experts say even March 1st is unlikely, given current health conditions. Sadly, COVID numbers remain at dangerously high levels in nearly every category — infections, hospitalizations and deaths.\"\u003c/p>\n\u003cp>Up to now, there has been no centralized data collection on cases, outbreaks and mitigation measures in U.S. schools — something President Biden has \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">just ordered federal agencies to begin doing\u003c/a>. Still, there is an \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">emerging scientific consensus\u003c/a> that schools can be safe, given the right precautions, even when community spread is high.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/960885936\">On Tuesday\u003c/a>, three Centers for Disease Control and Prevention scientists released a review of U.S. and international evidence in the \u003cem>Journal of the American Medical Association \u003c/em>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875\">making just this point\u003c/a>: \"Accumulating data now suggest a path forward to maintain or return primarily or fully to in-person instructional delivery.\" With precautions, and canceling higher-risk activities such as athletics, the paper said, reopening can be safe. Separately, the CDC itself released \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e3.htm?s_cid=mm7004e3_e&ACSTrackingID=USCDC_921-DM47411&ACSTrackingLabel=MMWR%20Early%20Release%20-%20Vol.%2070%2C%20January%2026%2C%202021&deliveryName=USCDC_921-DM47411\">a study of schools in Wisconsin\u003c/a> that found even when cases were spiking in the community, there were just seven cases among nearly 5,000 students and zero cases among staff. That's with more than 9 out of 10 students reportedly wearing masks.\u003c/p>\n\u003cp>With heartbreaking experiences like Diana Muhammad's to share, teachers unions in some places have rallied around the cry \"\u003ca href=\"https://twitter.com/hashtag/onlywhenitssafe?lang=en\">#OnlyWhenItsSafe\u003c/a>.\" But \"safe\" means trusting management to report cases, sanitize buildings, improve ventilation — and multiple rounds of negotiations have detonated old landmines of mistrust and mistreatment.\u003c/p>\n\u003cp>In Chicago, for example, the tug of war between the union and the school district \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">goes back to March\u003c/a>. Administrators, Mayor Lori Lightfoot and the head of the Chicago Department of Public Health did not initially want to close schools. But, just after the union held a press conference calling for schools to be closed in March, Illinois Gov. J.B. Pritzker made the call that schools would be shut down statewide.\u003c/p>\n\u003cp>Once schools were closed, city and school district officials twice insisted that they reopen for in-person learning. Both times the union fought back, even threatening to hold a strike vote. Both times, the school district blinked.\u003c/p>\n\u003cp>Yet for much of the past year, CPS officials have insisted — and still insist — that the union cannot dictate whether schools are open or not.\u003c/p>\n\u003cp>In Washington, D.C., teachers explain their hesitation to go back to in-person learning by citing historic educational inequities.\u003c/p>\n\u003cp>\"East of the river, things are dictated to us,\" says teachers union activist Laura Fuchs, referring to a \u003ca href=\"https://dcist.com/story/19/05/30/does-east-of-the-river-need-a-new-name/\">low-income, majority Black area of the city\u003c/a>. \"The [school] bathroom has not had a working soap dispenser since the building opened ... they don't seem to care.\"\u003c/p>\n\u003cp>D.C. Public Schools told NPR over email, \"We are proud to have worked collaboratively with the Washington Teachers' Union on an agreement reached in December that represents our shared commitment to ensuring students have the high-quality education and supports they need to thrive, and our teachers and staff feel safe and prepared to return to school buildings.\"\u003c/p>\n\u003cp>The goalposts on \"safe\" also seem to keep moving. Now that vaccines are out, some teachers say they will agree to return to work in person only when fully vaccinated, which could take months.\u003c/p>\n\u003cp>University of Washington epidemiologist Helen Chu, who became known early in the pandemic for \u003ca href=\"https://www.nytimes.com/2020/03/10/us/coronavirus-testing-delays.html\">detecting the first signs of local transmission\u003c/a> in the U.S., endorsed that position recently \u003ca href=\"https://www.youtube.com/watch?t=1255&v=FeKD2u5n-Lg&feature=youtu.be\">on a public panel\u003c/a>:\u003c/p>\n\u003cp>\"Get the teachers vaccinated, that's clearly important and can be done right now, and at that point, that's when we reopen.\"\u003c/p>\n\u003cp>In at least one state, Ohio, Gov. Mike DeWine is \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">asking superintendents to sign a pledge\u003c/a> to resume in-person instruction by March 1 as a condition of their staff receiving priority access to the vaccine.\u003c/p>\n\u003cp>\u003cstrong>#OpenSchools\u003c/strong>\u003c/p>\n\u003cp>Grace Lee, chief medical officer for practice innovation and a pediatric infectious disease physician at Stanford Children's Health, advised the CDC on coronavirus vaccine priorities. Her position differs from Chu's: \"Clearly, both schools in the U.S. and schools in other countries have been able to effectively reopen,\" she says. With multiple \"Swiss cheese\" layers of precautions, including masking, distancing, handwashing and ventilation, she says school can be relatively safe; the vaccine is one more layer.\u003c/p>\n\u003cp>As the months drag on without the in-person learning, the specialized services, the social opportunities, the hot meals or the child care that schools provide, some parents have organized under hashtags like #OpenSchools.\u003c/p>\n\u003cp>Lisa Cohen, a parent of a kindergartner in Washington, D.C., is one of them.\u003c/p>\n\u003cp>\"It's fear-based,\" she says of the drive to stay remote. \"Like if it was science-based, fact-based, data-based, we could put out a metric or we could look at the data and decide when we get there and when it's safe. But it has become an emotional conversation. It's become a political conversation. And I don't know where and how you end those.\"\u003c/p>\n\u003cp>These open school advocates have marshaled the support of many pediatricians, as in \u003ca href=\"https://img1.wsimg.com/blobby/go/af00deb7-5d62-44bb-9e36-494e83b6a185/Pediatricians%20Urge%20Return%20to%20In-Person%20School.pdf?fbclid=IwAR0IIxyrc_MAA4fjAdqyW1YrLGpV4h9BJwlvDWSsXmWsrIlzyXJQNFkPpJU\">this open letter\u003c/a>. They point to the many states where schools are mostly open — such as Florida, Georgia and Texas — yet cases have started to come down again in the past few weeks, as they have elsewhere.\u003c/p>\n\u003cp>\u003cstrong>A mountain of makeup work ahead\u003c/strong>\u003c/p>\n\u003cp>In many late-opening districts, only a minority of families have signaled interest in changing their current remote school and child care arrangements in favor of a few days a week of in-person learning, sometimes with a different teacher than they've been working with all year.\u003c/p>\n\u003cp>\u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">reported over the weekend\u003c/a> that 5,200 D.C. students had signed up for in-person classes in a district of about 50,000. In Chicago, the district said it planned to bring \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">about 70,000 elementary school students back\u003c/a>, out of about 280,000 total students enrolled.\u003c/p>\n\u003cp>Laura Fuchs in D.C. says her district's reopening plan is sorely lacking details and doesn't sound particularly engaging for students.\u003c/p>\n\u003cp>\"We're going back once a week, with a group of students placed in a cohort, to do a combination of remediation, test prep, makeup work.\"\u003c/p>\n\u003cp>Even as the voices get louder, the time remaining in this school year dwindles, and the pile of makeup work for everyone is just getting bigger.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Call+It+A+Comeback%3A+School+Districts+That+Never+Opened+Are+Having+Trouble+Now&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Diana Muhammad, who teaches PE and dance in Chicago Public Schools, was \"unsure,\" \"uncertain\" and \"reluctant\" about her district's plan for in-person classes starting Monday. At a Chicago Teachers Union \u003ca href=\"https://www.youtube.com/watch?reload=9&v=2EBCKCAK-ao\">press conference\u003c/a> earlier this month, she said the plan felt \"rushed.\" And then things got really scary.\u003c/p>\n\u003cp>\"Over the winter break, my life was devastated when my daughter, who was sick with various symptoms all over the place for an entire week, woke up one morning and could not see.\"\u003c/p>\n\u003cp>Her daughter ended up in intensive care for a week, she said. It turned out to be a case of multisystem inflammatory syndrome, or MIS-C. That's an extremely rare, and very dangerous, complication of COVID-19 found in children, \u003ca href=\"https://www.aappublications.org/news/2020/07/16/miscdata071620\">particularly in Black and Latino children\u003c/a>. Noting this disparate impact, and the fact that Chicago Public School students are about 90% nonwhite, Muhammad said, \"Now I am seriously concerned about us rushing back without having a well-thought-out plan.\"\u003c/p>\n\u003cp>The idea that opening Chicago's school buildings in February 2021, 11 months after they shut down, constitutes \"rushing back\" would be news in most of the country. As of the third week of January, 58% of students nationwide were in districts with at least some in-person learning. That's according to the organization Burbio, which scrapes a selection of school websites for the data. And that's actually a growing number. Burbio reported that late January brought the biggest drop in \"virtual-only\" students since September. Many districts opened up school buildings again after closures brought on by holiday-related spikes.\u003c/p>\n\u003cp>However, Burbio estimates that about a third of the country's students have not had a single day in school since last March. This includes much of the West Coast, the Mid-Atlantic and some big cities like Chicago, Philadelphia, Cleveland and Atlanta.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In some of those districts, trying to open up for the first time right now is like spitting into a freezing wind (without a mask). On Tuesday, the Chicago Teachers Union and CPS \u003ca href=\"https://www.wbez.org/stories/heres-why-teachers-wont-show-up-wednesday-and-why-that-could-trigger-a-strike/a07789c5-0c5c-435c-bb6d-8b51ccbe6e09\">failed to reach a deal on school reopening\u003c/a>, triggering plans for 14,000 school staff to refuse to report to schools on Wednesday, and opening the door for a strike.\u003c/p>\n\u003cp>In Montclair, N.J., an affluent New York City suburb, teachers also refused to come to work, leading the district to \u003ca href=\"https://www.nytimes.com/2021/01/25/nyregion/montclair-schools-covid.html\">abandon its opening plans\u003c/a> set for this past Monday. And Washington, D.C., appears \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">headed for a similar showdown\u003c/a> over a Feb. 1 opening date. In all three places, this is only the latest in a series of torn-up reopening plans.\u003c/p>\n\u003cp>\u003cstrong>#OnlyWhenItsSafe\u003c/strong>\u003c/p>\n\u003cp>The terrible and mounting toll of the pandemic has caused positions to harden on both sides of the reopening debate. For districts that pledged in the summer or fall to reopen when coronavirus numbers got better, there are many cases where \u003ca href=\"https://philadelphia.chalkbeat.org/2020/11/10/21558568/philadelphia-again-delays-start-of-in-person-learning\">the numbers haven't cooperated\u003c/a>.\u003c/p>\n\u003cp>\"There is little likelihood the low-income communities we serve, which have been hit hardest by the virus, will meet the proposed 'Safe Schools for All' COVID guidelines by February 1st,\" Los Angeles Unified Superintendent Austin Beutner \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/930/Austin%20Beutner_January%2025_Update%20to%20the%20School%20Community_Speech%20Transcript_English.pdf\">told his community\u003c/a> on Monday. \"Many experts say even March 1st is unlikely, given current health conditions. Sadly, COVID numbers remain at dangerously high levels in nearly every category — infections, hospitalizations and deaths.\"\u003c/p>\n\u003cp>Up to now, there has been no centralized data collection on cases, outbreaks and mitigation measures in U.S. schools — something President Biden has \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">just ordered federal agencies to begin doing\u003c/a>. Still, there is an \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">emerging scientific consensus\u003c/a> that schools can be safe, given the right precautions, even when community spread is high.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/960885936\">On Tuesday\u003c/a>, three Centers for Disease Control and Prevention scientists released a review of U.S. and international evidence in the \u003cem>Journal of the American Medical Association \u003c/em>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875\">making just this point\u003c/a>: \"Accumulating data now suggest a path forward to maintain or return primarily or fully to in-person instructional delivery.\" With precautions, and canceling higher-risk activities such as athletics, the paper said, reopening can be safe. Separately, the CDC itself released \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e3.htm?s_cid=mm7004e3_e&ACSTrackingID=USCDC_921-DM47411&ACSTrackingLabel=MMWR%20Early%20Release%20-%20Vol.%2070%2C%20January%2026%2C%202021&deliveryName=USCDC_921-DM47411\">a study of schools in Wisconsin\u003c/a> that found even when cases were spiking in the community, there were just seven cases among nearly 5,000 students and zero cases among staff. That's with more than 9 out of 10 students reportedly wearing masks.\u003c/p>\n\u003cp>With heartbreaking experiences like Diana Muhammad's to share, teachers unions in some places have rallied around the cry \"\u003ca href=\"https://twitter.com/hashtag/onlywhenitssafe?lang=en\">#OnlyWhenItsSafe\u003c/a>.\" But \"safe\" means trusting management to report cases, sanitize buildings, improve ventilation — and multiple rounds of negotiations have detonated old landmines of mistrust and mistreatment.\u003c/p>\n\u003cp>In Chicago, for example, the tug of war between the union and the school district \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">goes back to March\u003c/a>. Administrators, Mayor Lori Lightfoot and the head of the Chicago Department of Public Health did not initially want to close schools. But, just after the union held a press conference calling for schools to be closed in March, Illinois Gov. J.B. Pritzker made the call that schools would be shut down statewide.\u003c/p>\n\u003cp>Once schools were closed, city and school district officials twice insisted that they reopen for in-person learning. Both times the union fought back, even threatening to hold a strike vote. Both times, the school district blinked.\u003c/p>\n\u003cp>Yet for much of the past year, CPS officials have insisted — and still insist — that the union cannot dictate whether schools are open or not.\u003c/p>\n\u003cp>In Washington, D.C., teachers explain their hesitation to go back to in-person learning by citing historic educational inequities.\u003c/p>\n\u003cp>\"East of the river, things are dictated to us,\" says teachers union activist Laura Fuchs, referring to a \u003ca href=\"https://dcist.com/story/19/05/30/does-east-of-the-river-need-a-new-name/\">low-income, majority Black area of the city\u003c/a>. \"The [school] bathroom has not had a working soap dispenser since the building opened ... they don't seem to care.\"\u003c/p>\n\u003cp>D.C. Public Schools told NPR over email, \"We are proud to have worked collaboratively with the Washington Teachers' Union on an agreement reached in December that represents our shared commitment to ensuring students have the high-quality education and supports they need to thrive, and our teachers and staff feel safe and prepared to return to school buildings.\"\u003c/p>\n\u003cp>The goalposts on \"safe\" also seem to keep moving. Now that vaccines are out, some teachers say they will agree to return to work in person only when fully vaccinated, which could take months.\u003c/p>\n\u003cp>University of Washington epidemiologist Helen Chu, who became known early in the pandemic for \u003ca href=\"https://www.nytimes.com/2020/03/10/us/coronavirus-testing-delays.html\">detecting the first signs of local transmission\u003c/a> in the U.S., endorsed that position recently \u003ca href=\"https://www.youtube.com/watch?t=1255&v=FeKD2u5n-Lg&feature=youtu.be\">on a public panel\u003c/a>:\u003c/p>\n\u003cp>\"Get the teachers vaccinated, that's clearly important and can be done right now, and at that point, that's when we reopen.\"\u003c/p>\n\u003cp>In at least one state, Ohio, Gov. Mike DeWine is \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">asking superintendents to sign a pledge\u003c/a> to resume in-person instruction by March 1 as a condition of their staff receiving priority access to the vaccine.\u003c/p>\n\u003cp>\u003cstrong>#OpenSchools\u003c/strong>\u003c/p>\n\u003cp>Grace Lee, chief medical officer for practice innovation and a pediatric infectious disease physician at Stanford Children's Health, advised the CDC on coronavirus vaccine priorities. Her position differs from Chu's: \"Clearly, both schools in the U.S. and schools in other countries have been able to effectively reopen,\" she says. With multiple \"Swiss cheese\" layers of precautions, including masking, distancing, handwashing and ventilation, she says school can be relatively safe; the vaccine is one more layer.\u003c/p>\n\u003cp>As the months drag on without the in-person learning, the specialized services, the social opportunities, the hot meals or the child care that schools provide, some parents have organized under hashtags like #OpenSchools.\u003c/p>\n\u003cp>Lisa Cohen, a parent of a kindergartner in Washington, D.C., is one of them.\u003c/p>\n\u003cp>\"It's fear-based,\" she says of the drive to stay remote. \"Like if it was science-based, fact-based, data-based, we could put out a metric or we could look at the data and decide when we get there and when it's safe. But it has become an emotional conversation. It's become a political conversation. And I don't know where and how you end those.\"\u003c/p>\n\u003cp>These open school advocates have marshaled the support of many pediatricians, as in \u003ca href=\"https://img1.wsimg.com/blobby/go/af00deb7-5d62-44bb-9e36-494e83b6a185/Pediatricians%20Urge%20Return%20to%20In-Person%20School.pdf?fbclid=IwAR0IIxyrc_MAA4fjAdqyW1YrLGpV4h9BJwlvDWSsXmWsrIlzyXJQNFkPpJU\">this open letter\u003c/a>. They point to the many states where schools are mostly open — such as Florida, Georgia and Texas — yet cases have started to come down again in the past few weeks, as they have elsewhere.\u003c/p>\n\u003cp>\u003cstrong>A mountain of makeup work ahead\u003c/strong>\u003c/p>\n\u003cp>In many late-opening districts, only a minority of families have signaled interest in changing their current remote school and child care arrangements in favor of a few days a week of in-person learning, sometimes with a different teacher than they've been working with all year.\u003c/p>\n\u003cp>\u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">reported over the weekend\u003c/a> that 5,200 D.C. students had signed up for in-person classes in a district of about 50,000. In Chicago, the district said it planned to bring \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">about 70,000 elementary school students back\u003c/a>, out of about 280,000 total students enrolled.\u003c/p>\n\u003cp>Laura Fuchs in D.C. says her district's reopening plan is sorely lacking details and doesn't sound particularly engaging for students.\u003c/p>\n\u003cp>\"We're going back once a week, with a group of students placed in a cohort, to do a combination of remediation, test prep, makeup work.\"\u003c/p>\n\u003cp>Even as the voices get louder, the time remaining in this school year dwindles, and the pile of makeup work for everyone is just getting bigger.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Call+It+A+Comeback%3A+School+Districts+That+Never+Opened+Are+Having+Trouble+Now&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"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.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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