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"content": "\u003cp>Over and over, President Donald Trump and his colleagues have pointed to the U.S. Education Department as a poster child for government overreach. In fact, Republicans have been \u003ca href=\"https://www.edweek.org/policy-politics/opinion-republicans-keep-talking-about-abolishing-the-education-department-why/2023/10\" target=\"_blank\" rel=\"noopener\">\u003cu>calling for the department’s dissolution\u003c/u>\u003c/a> ever since its birth.\u003c/p>\n\u003cp>That effort reached a new level this week, as the president \u003ca href=\"https://www.npr.org/2025/02/03/nx-s1-5282233/trump-to-make-big-cuts-to-education-department\" target=\"_blank\" rel=\"noopener\">\u003cu>began exploring dramatic cuts\u003c/u>\u003c/a> to programs and staff at the department, including an executive action shuttering programs that are not protected by law and calling on Congress to close the department entirely.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Which raises the question: What, exactly, does the Education Department do?\u003c/p>\n\u003cp>Created by Congress in 1979, the department employs \u003ca href=\"https://www.npr.org/2025/01/31/nx-s1-5280417/federal-workers-workforce-facts-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>more than 4,000 people\u003c/u>\u003c/a> and has an annual budget of $79 billion. Many of its responsibilities were given to it by lawmakers. (The U.S. Constitution doesn’t actually mention a federal role in education.)\u003c/p>\n\u003cp>Here’s a look at what the Education Department does and doesn’t do – and how much of it is protected by acts of Congress:\u003c/p>\n\u003ch3>Sending money to U.S. public schools\u003c/h3>\n\u003cp>Most public school funding comes from state and local governments. The federal government, in general, provides only a small fraction of schools’ overall funding – between 6 and 13%, according to \u003ca href=\"https://www.gao.gov/products/gao-18-154\" target=\"_blank\" rel=\"noopener\">\u003cu>a 2018 report\u003c/u>\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Two of the most important federal funding streams to public schools are:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Title I, which provides money to help districts that serve lower-income communities.\u003c/strong> In 2023, the Education Department received \u003ca href=\"https://www.edweek.org/policy-politics/education-dept-sees-small-cut-in-funding-package-that-averted-government-shutdown/2024/03\" target=\"_blank\" rel=\"noopener\">\u003cu>more than $18 billion\u003c/u>\u003c/a> for Title I.\u003c/li>\n\u003cli>\u003cstrong>IDEA (Individuals with Disabilities Education Act), which provides money to help districts serve students with disabilities.\u003c/strong> In FY 2024, the department received more than \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R41833#:~:text=To%20implement%20IDEA%2C%20states%20and,based%20on%20a%20statutory%20formula.\" target=\"_blank\" rel=\"noopener\">\u003cu>$15 billion\u003c/u>\u003c/a> for IDEA.\u003c/li>\n\u003c/ul>\n\u003cp>Both of these funding streams were, like the department itself, created by separate acts of Congress: Title I was signed into law in 1965, and IDEA was signed into law in 1975. They cannot be unwound except by Congress. Large changes to either are unlikely, as the money enjoys broad bipartisan support.\u003c/p>\n\u003ch3>The department has no power over what’s taught in schools\u003c/h3>\n\u003cp>Over the years, Donald Trump has vowed to rid America’s schools of such ideas as “\u003ca href=\"https://apnews.com/article/trump-woke-education-24f864d83e2f5745d12a79ebac0d7cc4\" target=\"_blank\" rel=\"noopener\">\u003cu>wokeness\u003c/u>\u003c/a>” and critical race theory. And he \u003ca href=\"https://rumble.com/v3hdtzq-agenda47-president-trumps-ten-principles-for-great-schools-leading-to-great.html\" target=\"_blank\" rel=\"noopener\">\u003cu>has said\u003c/u>\u003c/a> that he would close the Education Department in order to return “all education, and education work and needs back to the states.” In reality, it is already up to states to determine what is taught in classrooms.\u003c/p>\n\u003cp>“It is not the business of the federal government to be involved in curriculum or personnel hiring,” says Kenneth Wong, a professor of education policy at Brown University.\u003c/p>\n\u003cp>“The Every Student Succeeds Act [ESSA], which was enacted during the tail end of the Obama years, really clearly laid [that] out.”\u003c/p>\n\u003cp>Wong points out that ESSA was shaped, in part, by concerns that its predecessor, No Child Left Behind (NCLB), was teetering into government overreach. When NCLB was reauthorized in the form of ESSA, the law made it clear that it was up to states to determine what was taught in classrooms.\u003c/p>\n\u003ch3>Managing college financial aid and federal student loans\u003c/h3>\n\u003cp>The Education Department is not only responsible for managing the federal student loan portfolio, which amounts to approximately $1.6 trillion in student loan debt, it’s also responsible for the mechanism that gives students access to college financial aid: the Free Application for Federal Student Aid, or FAFSA.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>More than 17 million current and aspiring college students fill out the FAFSA each year in order to qualify for student loans, grants and more. For many, it’s the only way they can get help paying for college.\u003c/p>\n\u003cp>Students who end up taking out loans become part of the department’s massive student loan portfolio, which is managed by the office of Federal Student Aid (FSA). FSA “provides approximately $120.8 billion in grant, work-study, and loan funds each year to help students and their families pay for college or career school,” according to \u003ca href=\"https://studentaid.gov/about\" target=\"_blank\" rel=\"noopener\">\u003cu>the office’s website\u003c/u>\u003c/a>. That includes $33 billion in Pell Grants for low-income and middle-income undergraduate students.\u003c/p>\n\u003cp>FSA also oversees student loan servicers, the outside companies it hires to work directly with borrowers on their loan payments, among other things.\u003c/p>\n\u003ch3>Data collection on colleges and college students\u003c/h3>\n\u003cp>The department \u003ca href=\"https://nces.ed.gov/ipeds\" target=\"_blank\" rel=\"noopener\">\u003cu>maintains and collects data\u003c/u>\u003c/a> from every college, university, and technical and vocational program that participates in the federal student aid program. This allows tax-payers and families the ability to analyze, compare and track things like student admissions, academic outcomes, graduation rates, need-based aid eligibility, and more.\u003c/p>\n\u003ch3>Tracking student achievement through the Nation’s Report Card\u003c/h3>\n\u003cp>The Education Department also oversees the National Assessment of Educational Progress (NAEP), or the “Nation’s Report Card.” It is considered the gold standard of student achievement tests in subjects such as reading, math and science.\u003c/p>\n\u003cp>The assessment, which is mandated by Congress, actually predates the Department of Education: The federal government began administering the test in 1969, a decade before the department was created.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Nation’s Report Card has long served as a common yardstick for student achievement, and has been an especially valuable tool through, and since, the pandemic years. \u003ca href=\"https://www.npr.org/2025/01/29/nx-s1-5270880/math-reading-covid-naep\" target=\"_blank\" rel=\"noopener\">\u003cu>In addition to shedding light on how much ground students lost academically,\u003c/u>\u003c/a> it has also helped the country track chronic absenteeism, poverty levels and educational experiences of students. The data generated by NAEP is then used by educators, policymakers and researchers to work towards improving K-12 education across the country.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over and over, President Donald Trump and his colleagues have pointed to the U.S. Education Department as a poster child for government overreach. In fact, Republicans have been \u003ca href=\"https://www.edweek.org/policy-politics/opinion-republicans-keep-talking-about-abolishing-the-education-department-why/2023/10\" target=\"_blank\" rel=\"noopener\">\u003cu>calling for the department’s dissolution\u003c/u>\u003c/a> ever since its birth.\u003c/p>\n\u003cp>That effort reached a new level this week, as the president \u003ca href=\"https://www.npr.org/2025/02/03/nx-s1-5282233/trump-to-make-big-cuts-to-education-department\" target=\"_blank\" rel=\"noopener\">\u003cu>began exploring dramatic cuts\u003c/u>\u003c/a> to programs and staff at the department, including an executive action shuttering programs that are not protected by law and calling on Congress to close the department entirely.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Which raises the question: What, exactly, does the Education Department do?\u003c/p>\n\u003cp>Created by Congress in 1979, the department employs \u003ca href=\"https://www.npr.org/2025/01/31/nx-s1-5280417/federal-workers-workforce-facts-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>more than 4,000 people\u003c/u>\u003c/a> and has an annual budget of $79 billion. Many of its responsibilities were given to it by lawmakers. (The U.S. Constitution doesn’t actually mention a federal role in education.)\u003c/p>\n\u003cp>Here’s a look at what the Education Department does and doesn’t do – and how much of it is protected by acts of Congress:\u003c/p>\n\u003ch3>Sending money to U.S. public schools\u003c/h3>\n\u003cp>Most public school funding comes from state and local governments. The federal government, in general, provides only a small fraction of schools’ overall funding – between 6 and 13%, according to \u003ca href=\"https://www.gao.gov/products/gao-18-154\" target=\"_blank\" rel=\"noopener\">\u003cu>a 2018 report\u003c/u>\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Two of the most important federal funding streams to public schools are:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Title I, which provides money to help districts that serve lower-income communities.\u003c/strong> In 2023, the Education Department received \u003ca href=\"https://www.edweek.org/policy-politics/education-dept-sees-small-cut-in-funding-package-that-averted-government-shutdown/2024/03\" target=\"_blank\" rel=\"noopener\">\u003cu>more than $18 billion\u003c/u>\u003c/a> for Title I.\u003c/li>\n\u003cli>\u003cstrong>IDEA (Individuals with Disabilities Education Act), which provides money to help districts serve students with disabilities.\u003c/strong> In FY 2024, the department received more than \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R41833#:~:text=To%20implement%20IDEA%2C%20states%20and,based%20on%20a%20statutory%20formula.\" target=\"_blank\" rel=\"noopener\">\u003cu>$15 billion\u003c/u>\u003c/a> for IDEA.\u003c/li>\n\u003c/ul>\n\u003cp>Both of these funding streams were, like the department itself, created by separate acts of Congress: Title I was signed into law in 1965, and IDEA was signed into law in 1975. They cannot be unwound except by Congress. Large changes to either are unlikely, as the money enjoys broad bipartisan support.\u003c/p>\n\u003ch3>The department has no power over what’s taught in schools\u003c/h3>\n\u003cp>Over the years, Donald Trump has vowed to rid America’s schools of such ideas as “\u003ca href=\"https://apnews.com/article/trump-woke-education-24f864d83e2f5745d12a79ebac0d7cc4\" target=\"_blank\" rel=\"noopener\">\u003cu>wokeness\u003c/u>\u003c/a>” and critical race theory. And he \u003ca href=\"https://rumble.com/v3hdtzq-agenda47-president-trumps-ten-principles-for-great-schools-leading-to-great.html\" target=\"_blank\" rel=\"noopener\">\u003cu>has said\u003c/u>\u003c/a> that he would close the Education Department in order to return “all education, and education work and needs back to the states.” In reality, it is already up to states to determine what is taught in classrooms.\u003c/p>\n\u003cp>“It is not the business of the federal government to be involved in curriculum or personnel hiring,” says Kenneth Wong, a professor of education policy at Brown University.\u003c/p>\n\u003cp>“The Every Student Succeeds Act [ESSA], which was enacted during the tail end of the Obama years, really clearly laid [that] out.”\u003c/p>\n\u003cp>Wong points out that ESSA was shaped, in part, by concerns that its predecessor, No Child Left Behind (NCLB), was teetering into government overreach. When NCLB was reauthorized in the form of ESSA, the law made it clear that it was up to states to determine what was taught in classrooms.\u003c/p>\n\u003ch3>Managing college financial aid and federal student loans\u003c/h3>\n\u003cp>The Education Department is not only responsible for managing the federal student loan portfolio, which amounts to approximately $1.6 trillion in student loan debt, it’s also responsible for the mechanism that gives students access to college financial aid: the Free Application for Federal Student Aid, or FAFSA.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>More than 17 million current and aspiring college students fill out the FAFSA each year in order to qualify for student loans, grants and more. For many, it’s the only way they can get help paying for college.\u003c/p>\n\u003cp>Students who end up taking out loans become part of the department’s massive student loan portfolio, which is managed by the office of Federal Student Aid (FSA). FSA “provides approximately $120.8 billion in grant, work-study, and loan funds each year to help students and their families pay for college or career school,” according to \u003ca href=\"https://studentaid.gov/about\" target=\"_blank\" rel=\"noopener\">\u003cu>the office’s website\u003c/u>\u003c/a>. That includes $33 billion in Pell Grants for low-income and middle-income undergraduate students.\u003c/p>\n\u003cp>FSA also oversees student loan servicers, the outside companies it hires to work directly with borrowers on their loan payments, among other things.\u003c/p>\n\u003ch3>Data collection on colleges and college students\u003c/h3>\n\u003cp>The department \u003ca href=\"https://nces.ed.gov/ipeds\" target=\"_blank\" rel=\"noopener\">\u003cu>maintains and collects data\u003c/u>\u003c/a> from every college, university, and technical and vocational program that participates in the federal student aid program. This allows tax-payers and families the ability to analyze, compare and track things like student admissions, academic outcomes, graduation rates, need-based aid eligibility, and more.\u003c/p>\n\u003ch3>Tracking student achievement through the Nation’s Report Card\u003c/h3>\n\u003cp>The Education Department also oversees the National Assessment of Educational Progress (NAEP), or the “Nation’s Report Card.” It is considered the gold standard of student achievement tests in subjects such as reading, math and science.\u003c/p>\n\u003cp>The assessment, which is mandated by Congress, actually predates the Department of Education: The federal government began administering the test in 1969, a decade before the department was created.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Nation’s Report Card has long served as a common yardstick for student achievement, and has been an especially valuable tool through, and since, the pandemic years. \u003ca href=\"https://www.npr.org/2025/01/29/nx-s1-5270880/math-reading-covid-naep\" target=\"_blank\" rel=\"noopener\">\u003cu>In addition to shedding light on how much ground students lost academically,\u003c/u>\u003c/a> it has also helped the country track chronic absenteeism, poverty levels and educational experiences of students. The data generated by NAEP is then used by educators, policymakers and researchers to work towards improving K-12 education across the country.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Improving Academics: Why School Climate Matters",
"title": "Improving Academics: Why School Climate Matters",
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"content": "\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"order": 9
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"hidden-brain": {
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"source": "NPR"
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"how-i-built-this": {
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
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"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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