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Now his research suggests otherwise.","publishDate":1684353063,"format":"standard","headTitle":"An economist spent decades saying money wouldn’t help schools. Now his research suggests otherwise. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story was \u003ca href=\"https://www.chalkbeat.org/2023/5/16/23724474/school-funding-research-studies-hanushek-does-money-matter\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>. \u003c/i>\u003ci>This story was co-published with Vox.\u003c/i>\u003c/p>\n\u003cp>Eric Hanushek, a leading education researcher, has spent his career arguing that spending more money on schools probably won’t make them better.\u003c/p>\n\u003cp>His latest research, though, suggests the opposite.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Handel%2BHanushek%202023%20NBER%20w30769_0.pdf\" target=\"_blank\" rel=\"noopener\">The paper\u003c/a>, set to be \u003ca class=\"Link\" href=\"https://www.elsevier.com/books/handbook-of-the-economics-of-education/machin/978-0-443-13276-6\" target=\"_blank\" rel=\"noopener\">published\u003c/a> later this year, is a new review of dozens of studies. It finds that when schools get more money, students tend to score better on tests and stay in school longer, at least according to the majority of rigorous studies on the topic.\u003c/p>\n\u003cp>“They found pretty consistent positive effects of school funding,” said Adam Tyner, national research director at the Fordham Institute, a conservative education think tank. “The fact that Hanushek has found so many positive effects is especially significant because he’s associated with the idea that money doesn’t matter all that much to school performance.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The findings seem like a remarkable turnabout compared to prior research from Hanushek, who had for four decades concluded in academic work that most studies show no clear relationship between spending and school performance. His work has been \u003ca class=\"Link\" href=\"https://supreme.justia.com/cases/federal/us/557/433/\" target=\"_blank\" rel=\"noopener\">cited\u003c/a> by the U.S. Supreme Court and pushed a generation of federal policymakers and advocates looking to fix America’s schools to focus not on money but ideas like teacher evaluation and school choice.\u003c/p>\n\u003cp>Despite his new findings, Hanushek’s own views have not changed. “Just putting more money into schools is unlikely to give us very good results,” he said in a recent interview. The focus, he insists, should be on spending money effectively, not necessarily spending more of it. Money might help, but it’s no guarantee.\u003c/p>\n\u003cp>Hanushek’s view matters because he remains influential, playing a dual role as a leading scholar and advocate — he continues to testify in court \u003ca class=\"Link\" href=\"https://www.vox.com/23178172/public-school-funding-inequality-lawsuit-pennsylvania\" target=\"_blank\" rel=\"noopener\">cases about\u003c/a> school funding and to shape how many lawmakers think about improving schools.\u003c/p>\n\u003cp>Hanushek began studying schools as a doctoral student in economics at MIT in 1966, when he attended an academic \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/race-reports-influence-felt-40-years-later/2006/06\" target=\"_blank\" rel=\"noopener\">seminar\u003c/a> to pore over a bombshell new study. The Coleman Report, published by the federal government, \u003ca class=\"Link\" href=\"https://www.vox.com/the-highlight/23584874/public-school-funding-supreme-court\" target=\"_blank\" rel=\"noopener\">claimed that\u003c/a> schools did not matter much for students’ academic success. More money for education wouldn’t improve things either, argued the report, which was \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/27/23612851/school-funding-rodriguez-racist-supreme-court\" target=\"_blank\" rel=\"noopener\">influential\u003c/a> but shot through with methodological \u003ca class=\"Link\" href=\"https://www.educationnext.org/the-immensity-of-the-coleman-data-project/\" target=\"_blank\" rel=\"noopener\">flaws\u003c/a>.\u003c/p>\n\u003cp>Hanushek couldn’t \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BKain%201972%20EqualEducOpport_0.pdf\" target=\"_blank\" rel=\"noopener\">believe\u003c/a> the conclusion that schools didn’t matter. By 1981, then an economics professor at the University of Rochester, he had found a way to make sense of the report’s vexing findings: Schools really did make difference, but you couldn’t tell which ones were good based on how much money they spent. Hanushek published a manifesto-like academic \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/publications/throwing-money-schools\" target=\"_blank\" rel=\"noopener\">paper\u003c/a> laying out this case titled: “Throwing Money at Schools.”\u003c/p>\n\u003cp>Eventually the debate became “Does money matter?” as the Brookings Institution put it in a \u003ca class=\"Link\" href=\"https://www.brookings.edu/book/does-money-matter/\" target=\"_blank\" rel=\"noopener\">book\u003c/a> that Hanushek contributed to. He always described this framing as simplistic, but Hanushek essentially became the captain of team “not really.”\u003c/p>\n\u003cp>Hanushek hammered home this point with the message discipline of a politician and the data chops of an economist. He wrote updated versions of the same academic paper again in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf\" target=\"_blank\" rel=\"noopener\">1986\u003c/a> and then in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/hanushek%201989%20EducResearcher%2018%284%29.pdf\" target=\"_blank\" rel=\"noopener\">1989\u003c/a>, \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf\" target=\"_blank\" rel=\"noopener\">1997\u003c/a>, and \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%202003%20EJ%20113%28485%29.pdf\" target=\"_blank\" rel=\"noopener\">2003\u003c/a>. He also made the case in numerous reports and articles, as well as in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/experience/legal-testimony\" target=\"_blank\" rel=\"noopener\">testimony\u003c/a> in increasingly prevalent school funding lawsuits. In 2000, he became a fellow at Stanford University’s Hoover Institution, a conservative think tank, where he remains based today.\u003c/p>\n\u003cp>Hanushek’s basic claim was that most studies of school “inputs” — like per-pupil spending, teacher salaries, and smaller class sizes — did not show a clear link between those resources and student outcomes. His 2003 paper showed that only 27% of the findings on spending were positively and significantly related to student performance. “One is left with the clear picture that input policies of the type typically pursued have little chance of being effective,” Hanushek wrote.\u003c/p>\n\u003cp>The basis for this conclusion was far more tenuous than Hanushek let on, though. Some researchers \u003ca class=\"Link\" href=\"https://www.jstor.org/stable/1177220\" target=\"_blank\" rel=\"noopener\">reanalyzed\u003c/a> Hanushek’s data, and found that there actually \u003ci>was\u003c/i> a link between spending and performance because his approach for summarizing studies was flawed. More importantly, the studies he relied on weren’t able to clearly isolate the impact of money.\u003c/p>\n\u003cp>“They were very poorly done by current standards,” said Martin West, a Harvard education professor. Nevertheless, Hanushek’s summary of these older studies, all published before 1995, is still sometimes cited today, including in legal \u003ca class=\"Link\" href=\"https://www.aclu-de.org/sites/default/files/expert_report_of_steven_rivkin.pdf\" target=\"_blank\" rel=\"noopener\">proceedings\u003c/a>.\u003c/p>\n\u003cp>Starting in the early 1990s, the economics discipline \u003ca class=\"Link\" href=\"https://www.vox.com/the-highlight/2019/5/14/18520783/harvard-economics-chetty\" target=\"_blank\" rel=\"noopener\">began focusing\u003c/a> more on teasing apart cause and effect, using so-called “natural experiments,” an idea that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/10/13/22724766/economics-nobel-prize-education-research-school-spending\" target=\"_blank\" rel=\"noopener\">recently won\u003c/a> the Nobel Prize in economics. This eventually upended the school spending debate: A \u003ca class=\"Link\" href=\"https://gsppi.berkeley.edu/~ruckerj/QJE_resubmit_final_version.pdf\" target=\"_blank\" rel=\"noopener\">slew\u003c/a> of newer \u003ca class=\"Link\" href=\"https://cepa.stanford.edu/sites/default/files/cofr-efp.pdf\" target=\"_blank\" rel=\"noopener\">papers\u003c/a> \u003ca class=\"Link\" href=\"https://www.aeaweb.org/articles?id=10.1257/app.20160567\" target=\"_blank\" rel=\"noopener\">using\u003c/a> these methods came out showing a positive link with student outcomes. A recent \u003ca class=\"Link\" href=\"https://works.bepress.com/c_kirabo_jackson/44/\" target=\"_blank\" rel=\"noopener\">overview\u003c/a> paper by Northwestern University’s Kirabo Jackson and Claire Mackevicius combined the results of numerous prior studies. They found that on average, an additional $1,000 per student led to small increases in test scores and a 2 percentage-point boost in high school graduation rates.\u003c/p>\n\u003cp>The view that money matters now appears to be conventional \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/7/23/21336306/education-researchers-schools-budget-pandemic-letter-recommendations\" target=\"_blank\" rel=\"noopener\">wisdom\u003c/a> among education researchers, although some still \u003ca class=\"Link\" href=\"https://www.aclu-de.org/sites/default/files/expert_report_of_steven_rivkin.pdf\" target=\"_blank\" rel=\"noopener\">question\u003c/a> whether the newer methods can convincingly show cause and effect.\u003c/p>\n\u003cp>Hanushek has downplayed this newer research linking spending to outcomes. Last year he \u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/2/18/22941564/gop-leaders-defend-pennsylvanias-school-funding-as-adequate-and-constitutional\" target=\"_blank\" rel=\"noopener\">even testified\u003c/a> in a Pennsylvania school funding case that, “The majority of the studies that have been done to look at this relationship don’t give any statistically significant relationship.” This line was later cited in a trial \u003ca class=\"Link\" href=\"https://www.pubintlaw.org/wp-content/uploads/2022/05/Legis-Respondents-Proposed-FOF-and-COL-5.2.22.pdf\" target=\"_blank\" rel=\"noopener\">brief\u003c/a> by lawyers for the state.\u003c/p>\n\u003cp>Hanushek’s most \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Handel%2BHanushek%202023%20NBER%20w30769_0.pdf\" target=\"_blank\" rel=\"noopener\">recent paper\u003c/a>, posted online several months after his Pennsylvania testimony, comes to a different conclusion.\u003c/p>\n\u003cp>Along with Stanford predoctoral fellow Danielle Handel, Hanushek reviewed rigorous studies released since 1999. Of 18 statistical estimates of the relationship between spending and test scores, 11 were positive and statistically significant. A separate set of 18 estimates examined the link with high school completion or college attendance; 14 of those were positive and significant. (The other four leaned positive but were not significant.) These findings appear much more favorable for school spending than Hanushek’s prior work indicated.\u003c/p>\n\u003cp>Hanushek and Northwestern’s Jackson have publicly \u003ca class=\"Link\" href=\"https://www.educationnext.org/money-matters-after-all/\" target=\"_blank\" rel=\"noopener\">debated\u003c/a> the relationship between funding and outcomes, including in a recent Maryland court case. But their most recent papers are surprisingly aligned in results, if not interpretation.\u003c/p>\n\u003cp>“The findings reported by these studies were remarkably similar,” said Matthew Springer, a professor at the University of North Carolina who has testified on the side of states in a number of funding cases. Both show positive effects of money, he said.\u003c/p>\n\u003cp>Still, Hanushek insists this is the wrong takeaway. Don’t look at the typical effect, he argues; look at the variation from study to study. “A thorough review of existing studies … leads to conclusions similar to those in the historical work: how resources are used is key to the outcomes,” he and Handel wrote. “The range of estimates is startling.”\u003c/p>\n\u003cp>The context matters, they say. Sometimes money is spent well; sometimes it’s spent poorly. Sometimes the effects are big; other times they are small or nonexistent. Just focusing on the overall effect masks this variation.\u003c/p>\n\u003cp>To Hanushek, this aligns with what he’s been saying for decades: Throwing money at schools is a bad bet. “I still don’t think that that’s good policy — that you have 61% of very diverse studies [finding a relationship between spending and test scores] and you say I’ll bet the next billion dollars on that,” he said.\u003c/p>\n\u003cp>Jackson agrees that how money is spent matters. But he also thinks that Hanushek is missing the obvious conclusion from his own results.\u003c/p>\n\u003cp>“The vast majority of the time whatever school districts choose to spend the money on tends to improve outcomes,” he said. “I don’t see how you can look at that and then say therefore we don’t have enough evidence to suggest we should just increase the funds.”\u003c/p>\n\u003cp>Other researchers agreed that the variation in results is important, but that shouldn’t mean ignoring the overall impact. “The average effect still matters,” said West, the Harvard professor.\u003c/p>\n\u003cp>The new research has not stopped Hanushek’s advocacy work outside of academia. He is still testifying on behalf of states in \u003ca class=\"Link\" href=\"https://www.vox.com/23178172/public-school-funding-inequality-lawsuit-pennsylvania\" target=\"_blank\" rel=\"noopener\">court cases\u003c/a> about whether schools should get more money, including in ongoing lawsuits in Arizona and Maryland. (Recently, he’s been paid $450 an hour for his time in these cases. Jackson was paid $300 an hour as an expert on the other side of the Maryland case.) “More often than not the academic research indicates no significant improvements in student outcomes despite increased funding,” Hanushek wrote last year in an expert report for the Maryland case.\u003c/p>\n\u003cp>Now, though, Hanushek’s own work contradicts his claim that most studies don’t show a positive relationship. “When I gave that testimony, I didn’t have this summary,” Hanushek said, referring to similar comments as a witness in Pennsylvania. “I wouldn’t answer it in that way” if asked again, he said. But ultimately, his thrust would be the same: “I would say that there is no consistent effect.”\u003c/p>\n\u003cp>The Pennsylvania judge didn’t buy Hanushek’s claims, and \u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2023/2/7/23590018/pennsylvania-school-funding-court-unconstitutional-equity-property-values-student-opportunities\" target=\"_blank\" rel=\"noopener\">ruled\u003c/a> for plaintiffs who sued the state. Other judges and politicians may be persuaded though. Some policymakers, including former Education Secretary \u003ca class=\"Link\" href=\"http://chalkbeat.org/2018/4/13/21104738/why-the-school-spending-graph-betsy-devos-is-sharing-doesn-t-mean-what-she-says-it-does\" target=\"_blank\" rel=\"noopener\">Betsy DeVos\u003c/a>, continue to claim that money will not improve schools. This mantra may grow louder. Schools have received \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">$190 billion\u003c/a> in COVID relief since 2020, and although there has been little rigorous research on the money’s effects, many commentators have already argued that the funding has been ill spent.\u003c/p>\n\u003cp>Meanwhile, despite the impression left by four decades of his work and legal testimony, Hanushek says he’s not actually against more funding for schools. “I have never said that money shouldn’t be spent on schools,” he said recently. He simply thinks it needs to be used more effectively. For instance, he would like to see extra resources earmarked to attract and retain good teachers in high-poverty schools, a policy \u003ca class=\"Link\" href=\"https://www.nber.org/papers/w31051\" target=\"_blank\" rel=\"noopener\">he found\u003c/a> worked in Dallas.\u003c/p>\n\u003cp>So should policymakers spend more dollars on public schools, attached to certain requirements? Hanushek’s answer: “Yes.”\u003c/p>\n\u003cp>\u003ci>Matt Barnum is a Spencer fellow in education journalism at Columbia University and a national reporter at Chalkbeat.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/5/16/23724474/school-funding-research-studies-hanushek-does-money-matter\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/p>\n\n","blocks":[],"excerpt":"Does more money help schools? Most studies say yes, according to a new summary by Eric Hanushek, a Stanford University economist who has spent four decades arguing the opposite.","status":"publish","parent":0,"modified":1684353063,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1843},"headData":{"title":"An economist spent decades saying money wouldn’t help schools. Now his research suggests otherwise. | KQED","description":"Does more money help schools? Most studies say yes, according to a new summary by Eric Hanushek, an influential Stanford University economist.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Does more money help schools? Most studies say yes, according to a new summary by Eric Hanushek, an influential Stanford University economist.","schema":{"@context":"http://schema.org","@type":"Article","headline":"An economist spent decades saying money wouldn’t help schools. Now his research suggests otherwise.","datePublished":"2023-05-17T19:51:03.000Z","dateModified":"2023-05-17T19:51:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Matt Barnum, \u003ca href=\"https://chalkbeat.org/\" target=\"_blank\">Chalkbeat\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61650/an-economist-spent-decades-saying-money-wouldnt-help-schools-now-his-research-suggests-otherwise","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story was \u003ca href=\"https://www.chalkbeat.org/2023/5/16/23724474/school-funding-research-studies-hanushek-does-money-matter\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>. \u003c/i>\u003ci>This story was co-published with Vox.\u003c/i>\u003c/p>\n\u003cp>Eric Hanushek, a leading education researcher, has spent his career arguing that spending more money on schools probably won’t make them better.\u003c/p>\n\u003cp>His latest research, though, suggests the opposite.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Handel%2BHanushek%202023%20NBER%20w30769_0.pdf\" target=\"_blank\" rel=\"noopener\">The paper\u003c/a>, set to be \u003ca class=\"Link\" href=\"https://www.elsevier.com/books/handbook-of-the-economics-of-education/machin/978-0-443-13276-6\" target=\"_blank\" rel=\"noopener\">published\u003c/a> later this year, is a new review of dozens of studies. It finds that when schools get more money, students tend to score better on tests and stay in school longer, at least according to the majority of rigorous studies on the topic.\u003c/p>\n\u003cp>“They found pretty consistent positive effects of school funding,” said Adam Tyner, national research director at the Fordham Institute, a conservative education think tank. “The fact that Hanushek has found so many positive effects is especially significant because he’s associated with the idea that money doesn’t matter all that much to school performance.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The findings seem like a remarkable turnabout compared to prior research from Hanushek, who had for four decades concluded in academic work that most studies show no clear relationship between spending and school performance. His work has been \u003ca class=\"Link\" href=\"https://supreme.justia.com/cases/federal/us/557/433/\" target=\"_blank\" rel=\"noopener\">cited\u003c/a> by the U.S. Supreme Court and pushed a generation of federal policymakers and advocates looking to fix America’s schools to focus not on money but ideas like teacher evaluation and school choice.\u003c/p>\n\u003cp>Despite his new findings, Hanushek’s own views have not changed. “Just putting more money into schools is unlikely to give us very good results,” he said in a recent interview. The focus, he insists, should be on spending money effectively, not necessarily spending more of it. Money might help, but it’s no guarantee.\u003c/p>\n\u003cp>Hanushek’s view matters because he remains influential, playing a dual role as a leading scholar and advocate — he continues to testify in court \u003ca class=\"Link\" href=\"https://www.vox.com/23178172/public-school-funding-inequality-lawsuit-pennsylvania\" target=\"_blank\" rel=\"noopener\">cases about\u003c/a> school funding and to shape how many lawmakers think about improving schools.\u003c/p>\n\u003cp>Hanushek began studying schools as a doctoral student in economics at MIT in 1966, when he attended an academic \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/race-reports-influence-felt-40-years-later/2006/06\" target=\"_blank\" rel=\"noopener\">seminar\u003c/a> to pore over a bombshell new study. The Coleman Report, published by the federal government, \u003ca class=\"Link\" href=\"https://www.vox.com/the-highlight/23584874/public-school-funding-supreme-court\" target=\"_blank\" rel=\"noopener\">claimed that\u003c/a> schools did not matter much for students’ academic success. More money for education wouldn’t improve things either, argued the report, which was \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/27/23612851/school-funding-rodriguez-racist-supreme-court\" target=\"_blank\" rel=\"noopener\">influential\u003c/a> but shot through with methodological \u003ca class=\"Link\" href=\"https://www.educationnext.org/the-immensity-of-the-coleman-data-project/\" target=\"_blank\" rel=\"noopener\">flaws\u003c/a>.\u003c/p>\n\u003cp>Hanushek couldn’t \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BKain%201972%20EqualEducOpport_0.pdf\" target=\"_blank\" rel=\"noopener\">believe\u003c/a> the conclusion that schools didn’t matter. By 1981, then an economics professor at the University of Rochester, he had found a way to make sense of the report’s vexing findings: Schools really did make difference, but you couldn’t tell which ones were good based on how much money they spent. Hanushek published a manifesto-like academic \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/publications/throwing-money-schools\" target=\"_blank\" rel=\"noopener\">paper\u003c/a> laying out this case titled: “Throwing Money at Schools.”\u003c/p>\n\u003cp>Eventually the debate became “Does money matter?” as the Brookings Institution put it in a \u003ca class=\"Link\" href=\"https://www.brookings.edu/book/does-money-matter/\" target=\"_blank\" rel=\"noopener\">book\u003c/a> that Hanushek contributed to. He always described this framing as simplistic, but Hanushek essentially became the captain of team “not really.”\u003c/p>\n\u003cp>Hanushek hammered home this point with the message discipline of a politician and the data chops of an economist. He wrote updated versions of the same academic paper again in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf\" target=\"_blank\" rel=\"noopener\">1986\u003c/a> and then in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/hanushek%201989%20EducResearcher%2018%284%29.pdf\" target=\"_blank\" rel=\"noopener\">1989\u003c/a>, \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf\" target=\"_blank\" rel=\"noopener\">1997\u003c/a>, and \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%202003%20EJ%20113%28485%29.pdf\" target=\"_blank\" rel=\"noopener\">2003\u003c/a>. He also made the case in numerous reports and articles, as well as in \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/experience/legal-testimony\" target=\"_blank\" rel=\"noopener\">testimony\u003c/a> in increasingly prevalent school funding lawsuits. In 2000, he became a fellow at Stanford University’s Hoover Institution, a conservative think tank, where he remains based today.\u003c/p>\n\u003cp>Hanushek’s basic claim was that most studies of school “inputs” — like per-pupil spending, teacher salaries, and smaller class sizes — did not show a clear link between those resources and student outcomes. His 2003 paper showed that only 27% of the findings on spending were positively and significantly related to student performance. “One is left with the clear picture that input policies of the type typically pursued have little chance of being effective,” Hanushek wrote.\u003c/p>\n\u003cp>The basis for this conclusion was far more tenuous than Hanushek let on, though. Some researchers \u003ca class=\"Link\" href=\"https://www.jstor.org/stable/1177220\" target=\"_blank\" rel=\"noopener\">reanalyzed\u003c/a> Hanushek’s data, and found that there actually \u003ci>was\u003c/i> a link between spending and performance because his approach for summarizing studies was flawed. More importantly, the studies he relied on weren’t able to clearly isolate the impact of money.\u003c/p>\n\u003cp>“They were very poorly done by current standards,” said Martin West, a Harvard education professor. Nevertheless, Hanushek’s summary of these older studies, all published before 1995, is still sometimes cited today, including in legal \u003ca class=\"Link\" href=\"https://www.aclu-de.org/sites/default/files/expert_report_of_steven_rivkin.pdf\" target=\"_blank\" rel=\"noopener\">proceedings\u003c/a>.\u003c/p>\n\u003cp>Starting in the early 1990s, the economics discipline \u003ca class=\"Link\" href=\"https://www.vox.com/the-highlight/2019/5/14/18520783/harvard-economics-chetty\" target=\"_blank\" rel=\"noopener\">began focusing\u003c/a> more on teasing apart cause and effect, using so-called “natural experiments,” an idea that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/10/13/22724766/economics-nobel-prize-education-research-school-spending\" target=\"_blank\" rel=\"noopener\">recently won\u003c/a> the Nobel Prize in economics. This eventually upended the school spending debate: A \u003ca class=\"Link\" href=\"https://gsppi.berkeley.edu/~ruckerj/QJE_resubmit_final_version.pdf\" target=\"_blank\" rel=\"noopener\">slew\u003c/a> of newer \u003ca class=\"Link\" href=\"https://cepa.stanford.edu/sites/default/files/cofr-efp.pdf\" target=\"_blank\" rel=\"noopener\">papers\u003c/a> \u003ca class=\"Link\" href=\"https://www.aeaweb.org/articles?id=10.1257/app.20160567\" target=\"_blank\" rel=\"noopener\">using\u003c/a> these methods came out showing a positive link with student outcomes. A recent \u003ca class=\"Link\" href=\"https://works.bepress.com/c_kirabo_jackson/44/\" target=\"_blank\" rel=\"noopener\">overview\u003c/a> paper by Northwestern University’s Kirabo Jackson and Claire Mackevicius combined the results of numerous prior studies. They found that on average, an additional $1,000 per student led to small increases in test scores and a 2 percentage-point boost in high school graduation rates.\u003c/p>\n\u003cp>The view that money matters now appears to be conventional \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/7/23/21336306/education-researchers-schools-budget-pandemic-letter-recommendations\" target=\"_blank\" rel=\"noopener\">wisdom\u003c/a> among education researchers, although some still \u003ca class=\"Link\" href=\"https://www.aclu-de.org/sites/default/files/expert_report_of_steven_rivkin.pdf\" target=\"_blank\" rel=\"noopener\">question\u003c/a> whether the newer methods can convincingly show cause and effect.\u003c/p>\n\u003cp>Hanushek has downplayed this newer research linking spending to outcomes. Last year he \u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/2/18/22941564/gop-leaders-defend-pennsylvanias-school-funding-as-adequate-and-constitutional\" target=\"_blank\" rel=\"noopener\">even testified\u003c/a> in a Pennsylvania school funding case that, “The majority of the studies that have been done to look at this relationship don’t give any statistically significant relationship.” This line was later cited in a trial \u003ca class=\"Link\" href=\"https://www.pubintlaw.org/wp-content/uploads/2022/05/Legis-Respondents-Proposed-FOF-and-COL-5.2.22.pdf\" target=\"_blank\" rel=\"noopener\">brief\u003c/a> by lawyers for the state.\u003c/p>\n\u003cp>Hanushek’s most \u003ca class=\"Link\" href=\"http://hanushek.stanford.edu/sites/default/files/publications/Handel%2BHanushek%202023%20NBER%20w30769_0.pdf\" target=\"_blank\" rel=\"noopener\">recent paper\u003c/a>, posted online several months after his Pennsylvania testimony, comes to a different conclusion.\u003c/p>\n\u003cp>Along with Stanford predoctoral fellow Danielle Handel, Hanushek reviewed rigorous studies released since 1999. Of 18 statistical estimates of the relationship between spending and test scores, 11 were positive and statistically significant. A separate set of 18 estimates examined the link with high school completion or college attendance; 14 of those were positive and significant. (The other four leaned positive but were not significant.) These findings appear much more favorable for school spending than Hanushek’s prior work indicated.\u003c/p>\n\u003cp>Hanushek and Northwestern’s Jackson have publicly \u003ca class=\"Link\" href=\"https://www.educationnext.org/money-matters-after-all/\" target=\"_blank\" rel=\"noopener\">debated\u003c/a> the relationship between funding and outcomes, including in a recent Maryland court case. But their most recent papers are surprisingly aligned in results, if not interpretation.\u003c/p>\n\u003cp>“The findings reported by these studies were remarkably similar,” said Matthew Springer, a professor at the University of North Carolina who has testified on the side of states in a number of funding cases. Both show positive effects of money, he said.\u003c/p>\n\u003cp>Still, Hanushek insists this is the wrong takeaway. Don’t look at the typical effect, he argues; look at the variation from study to study. “A thorough review of existing studies … leads to conclusions similar to those in the historical work: how resources are used is key to the outcomes,” he and Handel wrote. “The range of estimates is startling.”\u003c/p>\n\u003cp>The context matters, they say. Sometimes money is spent well; sometimes it’s spent poorly. Sometimes the effects are big; other times they are small or nonexistent. Just focusing on the overall effect masks this variation.\u003c/p>\n\u003cp>To Hanushek, this aligns with what he’s been saying for decades: Throwing money at schools is a bad bet. “I still don’t think that that’s good policy — that you have 61% of very diverse studies [finding a relationship between spending and test scores] and you say I’ll bet the next billion dollars on that,” he said.\u003c/p>\n\u003cp>Jackson agrees that how money is spent matters. But he also thinks that Hanushek is missing the obvious conclusion from his own results.\u003c/p>\n\u003cp>“The vast majority of the time whatever school districts choose to spend the money on tends to improve outcomes,” he said. “I don’t see how you can look at that and then say therefore we don’t have enough evidence to suggest we should just increase the funds.”\u003c/p>\n\u003cp>Other researchers agreed that the variation in results is important, but that shouldn’t mean ignoring the overall impact. “The average effect still matters,” said West, the Harvard professor.\u003c/p>\n\u003cp>The new research has not stopped Hanushek’s advocacy work outside of academia. He is still testifying on behalf of states in \u003ca class=\"Link\" href=\"https://www.vox.com/23178172/public-school-funding-inequality-lawsuit-pennsylvania\" target=\"_blank\" rel=\"noopener\">court cases\u003c/a> about whether schools should get more money, including in ongoing lawsuits in Arizona and Maryland. (Recently, he’s been paid $450 an hour for his time in these cases. Jackson was paid $300 an hour as an expert on the other side of the Maryland case.) “More often than not the academic research indicates no significant improvements in student outcomes despite increased funding,” Hanushek wrote last year in an expert report for the Maryland case.\u003c/p>\n\u003cp>Now, though, Hanushek’s own work contradicts his claim that most studies don’t show a positive relationship. “When I gave that testimony, I didn’t have this summary,” Hanushek said, referring to similar comments as a witness in Pennsylvania. “I wouldn’t answer it in that way” if asked again, he said. But ultimately, his thrust would be the same: “I would say that there is no consistent effect.”\u003c/p>\n\u003cp>The Pennsylvania judge didn’t buy Hanushek’s claims, and \u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2023/2/7/23590018/pennsylvania-school-funding-court-unconstitutional-equity-property-values-student-opportunities\" target=\"_blank\" rel=\"noopener\">ruled\u003c/a> for plaintiffs who sued the state. Other judges and politicians may be persuaded though. Some policymakers, including former Education Secretary \u003ca class=\"Link\" href=\"http://chalkbeat.org/2018/4/13/21104738/why-the-school-spending-graph-betsy-devos-is-sharing-doesn-t-mean-what-she-says-it-does\" target=\"_blank\" rel=\"noopener\">Betsy DeVos\u003c/a>, continue to claim that money will not improve schools. This mantra may grow louder. Schools have received \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">$190 billion\u003c/a> in COVID relief since 2020, and although there has been little rigorous research on the money’s effects, many commentators have already argued that the funding has been ill spent.\u003c/p>\n\u003cp>Meanwhile, despite the impression left by four decades of his work and legal testimony, Hanushek says he’s not actually against more funding for schools. “I have never said that money shouldn’t be spent on schools,” he said recently. He simply thinks it needs to be used more effectively. For instance, he would like to see extra resources earmarked to attract and retain good teachers in high-poverty schools, a policy \u003ca class=\"Link\" href=\"https://www.nber.org/papers/w31051\" target=\"_blank\" rel=\"noopener\">he found\u003c/a> worked in Dallas.\u003c/p>\n\u003cp>So should policymakers spend more dollars on public schools, attached to certain requirements? Hanushek’s answer: “Yes.”\u003c/p>\n\u003cp>\u003ci>Matt Barnum is a Spencer fellow in education journalism at Columbia University and a national reporter at Chalkbeat.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/5/16/23724474/school-funding-research-studies-hanushek-does-money-matter\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61650/an-economist-spent-decades-saying-money-wouldnt-help-schools-now-his-research-suggests-otherwise","authors":["byline_mindshift_61650"],"categories":["mindshift_21504"],"tags":["mindshift_21627","mindshift_21628","mindshift_228","mindshift_21629","mindshift_21626"],"featImg":"mindshift_61652","label":"mindshift"},"mindshift_54008":{"type":"posts","id":"mindshift_54008","meta":{"index":"posts_1591205157","site":"mindshift","id":"54008","score":null,"sort":[1564073913000]},"guestAuthors":[],"slug":"how-this-supreme-court-case-made-school-district-lines-a-tool-for-segregation","title":"How This Supreme Court Case Made School District Lines A Tool For Segregation","publishDate":1564073913,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Roughly 9 million children — nearly 1 in 5 public school students in the U.S. — attend schools that are racially isolated and receive far less money than schools just a few miles away. That's according to \u003ca href=\"https://edbuild.org/content/dismissed\">a sweeping new review\u003c/a> of the nation's most divisive school district borders from EdBuild, a nonprofit that investigates school funding inequities.\u003c/p>\n\u003cp>\"Inequality is endemic\" in America's public schools, the report says, identifying nearly 1,000 school district borders where schools on one side receive at least 10% less money per student than schools on the other side and where the racial makeup of the two sides' students varies by 25 percentage points or more. It is the story of segregation, in 2019.\u003c/p>\n\u003cp>EdBuild says the disadvantaged districts in these cross-district comparisons receive, on average, about $4,200 less per student than their wealthier neighbors, largely because of differences in what they're able to raise through \u003ca href=\"https://www.npr.org/series/473636949/schoolmoney\">local property taxes\u003c/a>. To put that gap into perspective, schools spent an average of $12,000 per student in 2017, according to the \u003ca href=\"https://www.census.gov/data/tables/2017/econ/school-finances/secondary-education-finance.html\">U.S. Census Bureau\u003c/a>. This means that disadvantaged districts have about one-third fewer dollars per student than their peers up the street.\u003c/p>\n\u003cp>Imagine you're a principal with one-third less funding to pay for teachers, textbooks, buses and counselors.\u003c/p>\n\u003cp>Now imagine you're a child living at the center of that inequity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You know it as soon as you look at the school. You know it the minute you walk into a classroom,\" says Rebecca Sibilia, EdBuild's founder and CEO, of these funding differences. \"There are kids who see this every day, and they understand.\"\u003c/p>\n\u003cp>They understand, Sibilia says, that the scales are tipped against them. Their schools are still segregated and underfunded more than 60 years after the Supreme Court issued one of its most famous rulings, in \u003cem>Brown v. Board of Education,\u003c/em> unanimously declaring that separate but equal schools are neither equal nor constitutional. So why are so many U.S. schools still so separate and unequal?\u003c/p>\n\u003cp>\"That's all thanks to \u003cem>Milliken\u003c/em>,\" Sibilia says.\u003c/p>\n\u003cp>\u003cstrong>\"No hope of achieving actual desegregation\"\u003c/strong>\u003c/p>\n\u003cp>EdBuild timed the release of its report to coincide with the 45th anniversary of another Supreme Court ruling, one not nearly as well-known as \u003cem>Brown\u003c/em> but a case that has had just as much impact: \u003cem>Milliken v. Bradley. \u003c/em>This case posed an essential question in 1974: Who should be responsible for desegregating America's schools?\u003c/p>\n\u003cp>The case arrived two decades after \u003cem>Brown \u003c/em>began the push for school desegregation. In those intervening years, the federal government achieved meaningful progress in the South, and the movement ultimately worked its way north, to cities like Detroit. But many white voters grew anxious, even angry, about these efforts.\u003c/p>\n\u003cp>That anger helped propel Richard Nixon to the White House in 1969. In just a few years, he filled not one but four vacancies on the Supreme Court. And it was this new court that would hear oral arguments in \u003cem>Milliken\u003c/em>.\u003c/p>\n\u003cp>Leaders from the state of Michigan and the city of Detroit had been sued for policies that had helped segregate Detroit's schools. At the time, two-thirds of students there were African American, while growing suburbs were almost exclusively white.\u003c/p>\n\u003cp>The plaintiffs argued that school policies reinforced racist housing practices that had trapped black families inside the city. It was a story playing out across the United States.\u003c/p>\n\u003cp>\"The story was the story of American apartheid,\" says Michelle Adams, a professor at Cardozo School of Law in New York City. She's writing a book on \u003cem>Milliken \u003c/em>and says \u003ca href=\"https://www.youtube.com/watch?v=O5FBJyqfoLM\">federal redlining\u003c/a> of neighborhoods and race-based restrictions on house sales, known as covenants, had made it nearly impossible for black families to move to the suburbs.\u003c/p>\n\u003cp>\"Over and over and over again, the plaintiffs used this phrase, 'contained.' \"\u003c/p>\n\u003cp>While black parents had been contained by racist housing policies, their children were being contained by school district lines. The state was pouring money into new suburban schools but was building them behind district lines that acted like fences. A lower court judge ruled that the only way to meaningfully desegregate Detroit was to tear down those lines — those fences — and to bus students between the city and 53 suburban school districts. The suburbs fought that ruling in the Supreme Court.\u003c/p>\n\u003cp>\"There is no evidence in this case that any school district in the state of Michigan, including Detroit, was established or created for the purpose of fostering racial segregation in the public schools,\" said attorney William M. Saxton in \u003ca href=\"https://www.oyez.org/cases/1973/73-434\">oral arguments\u003c/a> on Feb. 27, 1974.\u003c/p>\n\u003cp>The suburban districts did not deny that their schools — and Detroit's — were segregated. But, they countered, that segregation was not the result of discrimination. It was not intentional.\u003c/p>\n\u003cp>\"[The suburbs were] making this issue a question of white guilt or innocence,\" says Elise Boddie, a professor at Rutgers Law School. She says they were essentially saying: \"We know there may be a problem of segregation, but it's not our fault. We're not responsible for it.\"\u003c/p>\n\u003cp>The fight in \u003cem>Milliken \u003c/em>was over who was responsible. Because the state had opposed an earlier desegregation effort, it seemed liable. But what about those dozens of booming, largely white suburbs? Should the federal courts do as they had done in the South for years: step in and force these communities to share their schools with black children?\u003c/p>\n\u003cp>The suburbs argued that their school district lines had been drawn without malice and that the federal courts had no right to interfere in the local control of schools unless the black parents who brought the case could show that the suburbs were responsible for school segregation in Detroit.\u003c/p>\n\u003cp>A divided court agreed, finding in a 5-4 ruling that if these suburbs weren't actively hurting Detroit's students, then they couldn't be forced to help them either. Of the five justices in that majority, four had been appointed by Nixon. Ultimately, Detroit was told to somehow desegregate itself.\u003c/p>\n\u003cp>An unrealistic demand, said the court's only African American justice:\u003c/p>\n\u003cp>\"The Detroit-only plan simply has no hope of achieving actual desegregation,\" said Justice Thurgood Marshall in his dissent. \"Under such a plan, white and Negro students will not go to school together. Instead, Negro children will continue to attend all-Negro schools. The very evil that \u003cem>Brown\u003c/em> was aimed at will not be cured but will be perpetuated.\"\u003c/p>\n\u003cp>Marshall knew that because schools are funded through local property taxes, these segregated big-city schools weren't just separate but were also clearly unequal. As an attorney in the early 1950s, Marshall had argued — and won — the historic \u003cem>Brown v. Board \u003c/em>case, and he called the \u003cem>Milliken \u003c/em>ruling a \"giant step backwards.\"\u003c/p>\n\u003cp>\"Our nation, I fear, will be ill served by the court's refusal to remedy separate and unequal education,\" Marshall warned, \"for unless our children begin to learn together, there is little hope that our people will ever learn to live together and understand each other.\"\u003c/p>\n\u003cp>Nearly half a century later, EdBuild's new report affirms Marshall's fear. \u003cem>Milliken \u003c/em>established the sacredness of school district lines and severely limited federal courts' ability to change the status quo. Today, Detroit is even more segregated than it was back in 1974. And that's the case not just in Detroit.\u003c/p>\n\u003cp>\u003cstrong>On the island\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54013\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-54013\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"265\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85-768x254.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">On the left, homes in Hempstead Union Free School District on Long Island, N.Y. On the right, a home in nearby Garden City. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often called the first modern suburb in America, Long Island stretches out from New York City, north and east toward the sea, with water on both sides. In between the waves, it's one of the most racially and economically segregated places in the United States.\u003c/p>\n\u003cp>Nowhere is this more evident than in the school districts that dot the island (there are more than 125 districts). One example of this stark contrast: Hempstead Union Free School District and Garden City Union Free School District. Enrollment in Hempstead's schools is 2% white, while immediately to the north, the school district in Garden City is 87% white, according to the state. You can drive from the high school in Hempstead to the high school in Garden City in about 15 minutes.\u003c/p>\n\u003cfigure id=\"attachment_54012\" class=\"wp-caption alignnone\" style=\"max-width: 1362px\">\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/school-districts-newyork-20190723/\">\u003cimg class=\"wp-image-54012 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/New-York.png\" alt=\"\" width=\"1362\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York.png 1362w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-160x58.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-800x288.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-768x276.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-1020x367.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-1200x432.png 1200w\" sizes=\"(max-width: 1362px) 100vw, 1362px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Source: EdBuild report: \"Dismissed\"; National Center for Education Statistics \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/school-districts-newyork-20190723/\">\u003cem>\u003cstrong>Don't see the graphic above? Click here. \u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Just south of Hempstead's district line is Rockville Centre, another village and yet another school district, where enrollment is 76% white, according to the state.\u003c/p>\n\u003cp>There's a stark difference in funding too. Compared with schools in Hempstead, Garden City's schools get almost $5,000 more per student per year, and Rockville Centre's schools get about $7,000 more.\u003c/p>\n\u003cp>\"What Long Island shows us is how \u003cem>Milliken \u003c/em>has been used to reinforce all of these negative and detrimental policies of the past,\" explains Sibilia. \"What I'm talking about here specifically is housing segregation.\"\u003c/p>\n\u003cp>On a drive through Nassau County, it's easy to see what Sibilia means.\u003c/p>\n\u003cp>\"You know immediately when you've left Garden City and you're in Hempstead,\" explains Elaine Gross, who runs a local \u003ca href=\"http://www.eraseracismny.org/index.php\">nonprofit called Erase Racism\u003c/a>. On one side of the line: big houses and tree-lined streets. On the other: laundromats, gas stations and apartment buildings right up against the sidewalks.\u003c/p>\n\u003cp>Gross says what really astonishes her is the quality of the road between the two communities. On one side, potholes. On the other, \"the pavement is just so smooth.\"\u003c/p>\n\u003cp>This division, Gross says, \"was baked into the beginning of Long Island.\" This area was once potato fields, but then housing developers arrived and started building homes. Many of those communities \u003ca href=\"https://www.npr.org/2017/05/03/526655831/a-forgotten-history-of-how-the-u-s-government-segregated-america\">sold new homes only to white families\u003c/a>, and often restrictions, or covenants, in the deeds kept the discrimination going, saying original owners could resell those houses only to other white people.\u003c/p>\n\u003cp>\"The intention was to forever keep out black people,\" says Gross. \"Talk about a structural impediment. You can't get more obvious than that.\"\u003c/p>\n\u003cp>Because school funding is largely tied to local wealth — for example, through property taxes — these invisible yet powerful district lines create unequally resourced schools.\u003c/p>\n\u003cp>\"All of this is very connected. The schools. The housing. The government,\" says Gross. \"All of this is a part of the structural racism which is still very much in place in Long Island.\"\u003c/p>\n\u003cp>In most places, states have not been able to make up the difference in that local money, despite decades of funding formulas designed to do just that.\u003c/p>\n\u003cp>On Long Island, the state of New York \u003cem>does\u003c/em> give more money to Hempstead, but it's not enough to make it equal to its neighbors. \"In essence,\" says Sibilia, \"states are upholding not just separate school systems but unequal school systems.\"\u003c/p>\n\u003cp>\"It takes a lot to change the way people think,\" says Daraeno Ekong, a recent graduate of Hempstead High School. She went to Hempstead's public schools her whole life, and in the fall, she'll start as a freshman at Yale University. This spring, she visited Yale's campus, meeting other students from districts across the country, and in conversation, she picked up that many of them had more resources at their high schools. It's making her a bit nervous, she says, \"so I'm kind of finding a way to catch up to them.\"\u003c/p>\n\u003cp>The fact that some of these students were also from Long Island but went to very different schools came as a surprise. Ekong says she has never been to any of the schools in Garden City or ever spent time with any of their students.\u003c/p>\n\u003cp>It's a missed opportunity, she says, for all the students. \"They could see from our perspective, and we could see from their eyes,\" she says. \"We might be thinking the same way, or we might do the same thing, you know.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ekong's words echo those of Justice Thurgood Marshall's dissent in \u003cem>Milliken v. Bradley,\u003c/em> 45 years later.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+Supreme+Court+Case+Made+School+District+Lines+A+Tool+For+Segregation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Today, \"inequality is endemic\" in America's public schools, according to a new report.","status":"publish","parent":0,"modified":1564073913,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":2036},"headData":{"title":"How This Supreme Court Case Made School District Lines A Tool For Segregation | KQED","description":"Today, "inequality is endemic" in America's public schools, according to a new report.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How This Supreme Court Case Made School District Lines A Tool For Segregation","datePublished":"2019-07-25T16:58:33.000Z","dateModified":"2019-07-25T16:58:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54008 https://ww2.kqed.org/mindshift/?p=54008","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/25/how-this-supreme-court-case-made-school-district-lines-a-tool-for-segregation/","disqusTitle":"How This Supreme Court Case Made School District Lines A Tool For Segregation","nprByline":"Elissa Nadworny and Cory Turner","nprImageAgency":"Yasmine Gateau for NPR","path":"/mindshift/54008/how-this-supreme-court-case-made-school-district-lines-a-tool-for-segregation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Roughly 9 million children — nearly 1 in 5 public school students in the U.S. — attend schools that are racially isolated and receive far less money than schools just a few miles away. That's according to \u003ca href=\"https://edbuild.org/content/dismissed\">a sweeping new review\u003c/a> of the nation's most divisive school district borders from EdBuild, a nonprofit that investigates school funding inequities.\u003c/p>\n\u003cp>\"Inequality is endemic\" in America's public schools, the report says, identifying nearly 1,000 school district borders where schools on one side receive at least 10% less money per student than schools on the other side and where the racial makeup of the two sides' students varies by 25 percentage points or more. It is the story of segregation, in 2019.\u003c/p>\n\u003cp>EdBuild says the disadvantaged districts in these cross-district comparisons receive, on average, about $4,200 less per student than their wealthier neighbors, largely because of differences in what they're able to raise through \u003ca href=\"https://www.npr.org/series/473636949/schoolmoney\">local property taxes\u003c/a>. To put that gap into perspective, schools spent an average of $12,000 per student in 2017, according to the \u003ca href=\"https://www.census.gov/data/tables/2017/econ/school-finances/secondary-education-finance.html\">U.S. Census Bureau\u003c/a>. This means that disadvantaged districts have about one-third fewer dollars per student than their peers up the street.\u003c/p>\n\u003cp>Imagine you're a principal with one-third less funding to pay for teachers, textbooks, buses and counselors.\u003c/p>\n\u003cp>Now imagine you're a child living at the center of that inequity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You know it as soon as you look at the school. You know it the minute you walk into a classroom,\" says Rebecca Sibilia, EdBuild's founder and CEO, of these funding differences. \"There are kids who see this every day, and they understand.\"\u003c/p>\n\u003cp>They understand, Sibilia says, that the scales are tipped against them. Their schools are still segregated and underfunded more than 60 years after the Supreme Court issued one of its most famous rulings, in \u003cem>Brown v. Board of Education,\u003c/em> unanimously declaring that separate but equal schools are neither equal nor constitutional. So why are so many U.S. schools still so separate and unequal?\u003c/p>\n\u003cp>\"That's all thanks to \u003cem>Milliken\u003c/em>,\" Sibilia says.\u003c/p>\n\u003cp>\u003cstrong>\"No hope of achieving actual desegregation\"\u003c/strong>\u003c/p>\n\u003cp>EdBuild timed the release of its report to coincide with the 45th anniversary of another Supreme Court ruling, one not nearly as well-known as \u003cem>Brown\u003c/em> but a case that has had just as much impact: \u003cem>Milliken v. Bradley. \u003c/em>This case posed an essential question in 1974: Who should be responsible for desegregating America's schools?\u003c/p>\n\u003cp>The case arrived two decades after \u003cem>Brown \u003c/em>began the push for school desegregation. In those intervening years, the federal government achieved meaningful progress in the South, and the movement ultimately worked its way north, to cities like Detroit. But many white voters grew anxious, even angry, about these efforts.\u003c/p>\n\u003cp>That anger helped propel Richard Nixon to the White House in 1969. In just a few years, he filled not one but four vacancies on the Supreme Court. And it was this new court that would hear oral arguments in \u003cem>Milliken\u003c/em>.\u003c/p>\n\u003cp>Leaders from the state of Michigan and the city of Detroit had been sued for policies that had helped segregate Detroit's schools. At the time, two-thirds of students there were African American, while growing suburbs were almost exclusively white.\u003c/p>\n\u003cp>The plaintiffs argued that school policies reinforced racist housing practices that had trapped black families inside the city. It was a story playing out across the United States.\u003c/p>\n\u003cp>\"The story was the story of American apartheid,\" says Michelle Adams, a professor at Cardozo School of Law in New York City. She's writing a book on \u003cem>Milliken \u003c/em>and says \u003ca href=\"https://www.youtube.com/watch?v=O5FBJyqfoLM\">federal redlining\u003c/a> of neighborhoods and race-based restrictions on house sales, known as covenants, had made it nearly impossible for black families to move to the suburbs.\u003c/p>\n\u003cp>\"Over and over and over again, the plaintiffs used this phrase, 'contained.' \"\u003c/p>\n\u003cp>While black parents had been contained by racist housing policies, their children were being contained by school district lines. The state was pouring money into new suburban schools but was building them behind district lines that acted like fences. A lower court judge ruled that the only way to meaningfully desegregate Detroit was to tear down those lines — those fences — and to bus students between the city and 53 suburban school districts. The suburbs fought that ruling in the Supreme Court.\u003c/p>\n\u003cp>\"There is no evidence in this case that any school district in the state of Michigan, including Detroit, was established or created for the purpose of fostering racial segregation in the public schools,\" said attorney William M. Saxton in \u003ca href=\"https://www.oyez.org/cases/1973/73-434\">oral arguments\u003c/a> on Feb. 27, 1974.\u003c/p>\n\u003cp>The suburban districts did not deny that their schools — and Detroit's — were segregated. But, they countered, that segregation was not the result of discrimination. It was not intentional.\u003c/p>\n\u003cp>\"[The suburbs were] making this issue a question of white guilt or innocence,\" says Elise Boddie, a professor at Rutgers Law School. She says they were essentially saying: \"We know there may be a problem of segregation, but it's not our fault. We're not responsible for it.\"\u003c/p>\n\u003cp>The fight in \u003cem>Milliken \u003c/em>was over who was responsible. Because the state had opposed an earlier desegregation effort, it seemed liable. But what about those dozens of booming, largely white suburbs? Should the federal courts do as they had done in the South for years: step in and force these communities to share their schools with black children?\u003c/p>\n\u003cp>The suburbs argued that their school district lines had been drawn without malice and that the federal courts had no right to interfere in the local control of schools unless the black parents who brought the case could show that the suburbs were responsible for school segregation in Detroit.\u003c/p>\n\u003cp>A divided court agreed, finding in a 5-4 ruling that if these suburbs weren't actively hurting Detroit's students, then they couldn't be forced to help them either. Of the five justices in that majority, four had been appointed by Nixon. Ultimately, Detroit was told to somehow desegregate itself.\u003c/p>\n\u003cp>An unrealistic demand, said the court's only African American justice:\u003c/p>\n\u003cp>\"The Detroit-only plan simply has no hope of achieving actual desegregation,\" said Justice Thurgood Marshall in his dissent. \"Under such a plan, white and Negro students will not go to school together. Instead, Negro children will continue to attend all-Negro schools. The very evil that \u003cem>Brown\u003c/em> was aimed at will not be cured but will be perpetuated.\"\u003c/p>\n\u003cp>Marshall knew that because schools are funded through local property taxes, these segregated big-city schools weren't just separate but were also clearly unequal. As an attorney in the early 1950s, Marshall had argued — and won — the historic \u003cem>Brown v. Board \u003c/em>case, and he called the \u003cem>Milliken \u003c/em>ruling a \"giant step backwards.\"\u003c/p>\n\u003cp>\"Our nation, I fear, will be ill served by the court's refusal to remedy separate and unequal education,\" Marshall warned, \"for unless our children begin to learn together, there is little hope that our people will ever learn to live together and understand each other.\"\u003c/p>\n\u003cp>Nearly half a century later, EdBuild's new report affirms Marshall's fear. \u003cem>Milliken \u003c/em>established the sacredness of school district lines and severely limited federal courts' ability to change the status quo. Today, Detroit is even more segregated than it was back in 1974. And that's the case not just in Detroit.\u003c/p>\n\u003cp>\u003cstrong>On the island\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_54013\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-54013\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"265\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85-160x53.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/enadworny-houses_custom-e649fa734bf7724d0638e299e57350e24c6ee030-s800-c85-768x254.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">On the left, homes in Hempstead Union Free School District on Long Island, N.Y. On the right, a home in nearby Garden City. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often called the first modern suburb in America, Long Island stretches out from New York City, north and east toward the sea, with water on both sides. In between the waves, it's one of the most racially and economically segregated places in the United States.\u003c/p>\n\u003cp>Nowhere is this more evident than in the school districts that dot the island (there are more than 125 districts). One example of this stark contrast: Hempstead Union Free School District and Garden City Union Free School District. Enrollment in Hempstead's schools is 2% white, while immediately to the north, the school district in Garden City is 87% white, according to the state. You can drive from the high school in Hempstead to the high school in Garden City in about 15 minutes.\u003c/p>\n\u003cfigure id=\"attachment_54012\" class=\"wp-caption alignnone\" style=\"max-width: 1362px\">\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/school-districts-newyork-20190723/\">\u003cimg class=\"wp-image-54012 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/New-York.png\" alt=\"\" width=\"1362\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York.png 1362w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-160x58.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-800x288.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-768x276.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-1020x367.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/New-York-1200x432.png 1200w\" sizes=\"(max-width: 1362px) 100vw, 1362px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Source: EdBuild report: \"Dismissed\"; National Center for Education Statistics \u003ccite>(Alyson Hurt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/school-districts-newyork-20190723/\">\u003cem>\u003cstrong>Don't see the graphic above? Click here. \u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Just south of Hempstead's district line is Rockville Centre, another village and yet another school district, where enrollment is 76% white, according to the state.\u003c/p>\n\u003cp>There's a stark difference in funding too. Compared with schools in Hempstead, Garden City's schools get almost $5,000 more per student per year, and Rockville Centre's schools get about $7,000 more.\u003c/p>\n\u003cp>\"What Long Island shows us is how \u003cem>Milliken \u003c/em>has been used to reinforce all of these negative and detrimental policies of the past,\" explains Sibilia. \"What I'm talking about here specifically is housing segregation.\"\u003c/p>\n\u003cp>On a drive through Nassau County, it's easy to see what Sibilia means.\u003c/p>\n\u003cp>\"You know immediately when you've left Garden City and you're in Hempstead,\" explains Elaine Gross, who runs a local \u003ca href=\"http://www.eraseracismny.org/index.php\">nonprofit called Erase Racism\u003c/a>. On one side of the line: big houses and tree-lined streets. On the other: laundromats, gas stations and apartment buildings right up against the sidewalks.\u003c/p>\n\u003cp>Gross says what really astonishes her is the quality of the road between the two communities. On one side, potholes. On the other, \"the pavement is just so smooth.\"\u003c/p>\n\u003cp>This division, Gross says, \"was baked into the beginning of Long Island.\" This area was once potato fields, but then housing developers arrived and started building homes. Many of those communities \u003ca href=\"https://www.npr.org/2017/05/03/526655831/a-forgotten-history-of-how-the-u-s-government-segregated-america\">sold new homes only to white families\u003c/a>, and often restrictions, or covenants, in the deeds kept the discrimination going, saying original owners could resell those houses only to other white people.\u003c/p>\n\u003cp>\"The intention was to forever keep out black people,\" says Gross. \"Talk about a structural impediment. You can't get more obvious than that.\"\u003c/p>\n\u003cp>Because school funding is largely tied to local wealth — for example, through property taxes — these invisible yet powerful district lines create unequally resourced schools.\u003c/p>\n\u003cp>\"All of this is very connected. The schools. The housing. The government,\" says Gross. \"All of this is a part of the structural racism which is still very much in place in Long Island.\"\u003c/p>\n\u003cp>In most places, states have not been able to make up the difference in that local money, despite decades of funding formulas designed to do just that.\u003c/p>\n\u003cp>On Long Island, the state of New York \u003cem>does\u003c/em> give more money to Hempstead, but it's not enough to make it equal to its neighbors. \"In essence,\" says Sibilia, \"states are upholding not just separate school systems but unequal school systems.\"\u003c/p>\n\u003cp>\"It takes a lot to change the way people think,\" says Daraeno Ekong, a recent graduate of Hempstead High School. She went to Hempstead's public schools her whole life, and in the fall, she'll start as a freshman at Yale University. This spring, she visited Yale's campus, meeting other students from districts across the country, and in conversation, she picked up that many of them had more resources at their high schools. It's making her a bit nervous, she says, \"so I'm kind of finding a way to catch up to them.\"\u003c/p>\n\u003cp>The fact that some of these students were also from Long Island but went to very different schools came as a surprise. Ekong says she has never been to any of the schools in Garden City or ever spent time with any of their students.\u003c/p>\n\u003cp>It's a missed opportunity, she says, for all the students. \"They could see from our perspective, and we could see from their eyes,\" she says. \"We might be thinking the same way, or we might do the same thing, you know.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ekong's words echo those of Justice Thurgood Marshall's dissent in \u003cem>Milliken v. Bradley,\u003c/em> 45 years later.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+Supreme+Court+Case+Made+School+District+Lines+A+Tool+For+Segregation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54008/how-this-supreme-court-case-made-school-district-lines-a-tool-for-segregation","authors":["byline_mindshift_54008"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_228","mindshift_21281"],"featImg":"mindshift_54009","label":"mindshift"},"mindshift_34005":{"type":"posts","id":"mindshift_34005","meta":{"index":"posts_1591205157","site":"mindshift","id":"34005","score":null,"sort":[1392243983000]},"guestAuthors":[],"slug":"putting-power-money-directly-into-teachers-hands","title":"Putting Power (Money) Directly Into Teachers' Hands","publishDate":1392243983,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When \u003ca href=\"http://www.donorschoose.org/\" target=\"_blank\">DonorsChoose\u003c/a> started 13 years ago it was a crowd-funding site to help teachers buy classroom materials. Now, it has morphed into a much bigger, and better financed, project that's trying to circumnavigate some of education's thorniest issues. In her \u003ca href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Fast Company article\u003c/a> Peg Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In the past decade, the debate over how to improve public education in the U.S. has grown brutally divisive and increasingly shrill. The system is under pressure: State education budgets are shrinking; the population of harder-to-teach poor children is growing; and at the same time, business leaders are demanding that schools prepare better-educated graduates for tomorrow's workforce. Arguing for one set of remedies are the top-down reformers--largely wealthy businesspeople and deep-pocketed philanthropists who have championed charter schools, demonized teachers' unions, and focused heavily on standardized test scores as a way to close the achievement gap between middle class and poor kids and get all kids learning more. On the other side is the education establishment--teachers, school administrators, teachers' colleges, and public school labor leaders--who charge that corporate-style reform ignores a perennial truth, that the achievement gap is a by-product of economic inequity rather than failing schools, recalcitrant unions, or ineffectual teachers. For the past decade or so, wealthy reformers have dominated the agenda, but lately the educational professionals are gathering strength by pointing out the ways in which corporate reform is eroding, rather than strengthening, public schools.\u003c/p>\n\u003cp>Why does Best have confidence that DonorsChoose will be able to thread the needle between these two entrenched factions and effect real change? 'We think we represent a third way,' he says. 'We aren't prescribing anything. We're not claiming to be the experts. We aren't advocating for or against any program. We are going to create a platform that says very explicitly what it is that teachers experience in their classrooms. And donors from either side of the debate--or any part of the political spectrum--can decide whether they want to fund it or agitate to change the underlying conditions that created it.' His plan, so simple it seems almost radical: Listen to the teachers.\"\u003c/p>\u003c/blockquote>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://c.fastcompany.net/multisite_files/fastcompany/imagecache/620x350//poster/2014/02/3025597-poster-p-1-2014-most-innovative-companies-donorschoose.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Beyond School Supplies: How DonorsChoose is Crowdsourcing Real Education Reform\u003c/a>Every chance he gets, Charles Best, the founder of DonorsChoose.org, leafs through the carefully lettered, colorfully illustrated thank-you notes from public school students that arrive daily at the loft office he shares with his staff in the garment district of Manhattan.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.fastcompany.com%2F3025597%2Fdonorschoose-hot-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.fastcompany.com\" target=\"_blank\">Fastcompany\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A site devoted to crowd-sourcing donations for classroom materials has grown into a much bigger force over the past 13 years.","status":"publish","parent":0,"modified":1392243983,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":423},"headData":{"title":"Putting Power (Money) Directly Into Teachers' Hands | KQED","description":"A site devoted to crowd-sourcing donations for classroom materials has grown into a much bigger force over the past 13 years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Putting Power (Money) Directly Into Teachers' Hands","datePublished":"2014-02-12T22:26:23.000Z","dateModified":"2014-02-12T22:26:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34005 http://blogs.kqed.org/mindshift/?p=34005","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/12/putting-power-money-directly-into-teachers-hands/","disqusTitle":"Putting Power (Money) Directly Into Teachers' Hands","path":"/mindshift/34005/putting-power-money-directly-into-teachers-hands","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"http://www.donorschoose.org/\" target=\"_blank\">DonorsChoose\u003c/a> started 13 years ago it was a crowd-funding site to help teachers buy classroom materials. Now, it has morphed into a much bigger, and better financed, project that's trying to circumnavigate some of education's thorniest issues. In her \u003ca href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Fast Company article\u003c/a> Peg Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In the past decade, the debate over how to improve public education in the U.S. has grown brutally divisive and increasingly shrill. The system is under pressure: State education budgets are shrinking; the population of harder-to-teach poor children is growing; and at the same time, business leaders are demanding that schools prepare better-educated graduates for tomorrow's workforce. Arguing for one set of remedies are the top-down reformers--largely wealthy businesspeople and deep-pocketed philanthropists who have championed charter schools, demonized teachers' unions, and focused heavily on standardized test scores as a way to close the achievement gap between middle class and poor kids and get all kids learning more. On the other side is the education establishment--teachers, school administrators, teachers' colleges, and public school labor leaders--who charge that corporate-style reform ignores a perennial truth, that the achievement gap is a by-product of economic inequity rather than failing schools, recalcitrant unions, or ineffectual teachers. For the past decade or so, wealthy reformers have dominated the agenda, but lately the educational professionals are gathering strength by pointing out the ways in which corporate reform is eroding, rather than strengthening, public schools.\u003c/p>\n\u003cp>Why does Best have confidence that DonorsChoose will be able to thread the needle between these two entrenched factions and effect real change? 'We think we represent a third way,' he says. 'We aren't prescribing anything. We're not claiming to be the experts. We aren't advocating for or against any program. We are going to create a platform that says very explicitly what it is that teachers experience in their classrooms. And donors from either side of the debate--or any part of the political spectrum--can decide whether they want to fund it or agitate to change the underlying conditions that created it.' His plan, so simple it seems almost radical: Listen to the teachers.\"\u003c/p>\u003c/blockquote>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://c.fastcompany.net/multisite_files/fastcompany/imagecache/620x350//poster/2014/02/3025597-poster-p-1-2014-most-innovative-companies-donorschoose.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Beyond School Supplies: How DonorsChoose is Crowdsourcing Real Education Reform\u003c/a>Every chance he gets, Charles Best, the founder of DonorsChoose.org, leafs through the carefully lettered, colorfully illustrated thank-you notes from public school students that arrive daily at the loft office he shares with his staff in the garment district of Manhattan.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.fastcompany.com%2F3025597%2Fdonorschoose-hot-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.fastcompany.com\" target=\"_blank\">Fastcompany\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34005/putting-power-money-directly-into-teachers-hands","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_448","mindshift_228"],"label":"mindshift"},"mindshift_19949":{"type":"posts","id":"mindshift_19949","meta":{"index":"posts_1591205157","site":"mindshift","id":"19949","score":null,"sort":[1331834038000]},"guestAuthors":[],"slug":"beyond-the-pta-how-to-raise-funds-for-your-classroom","title":"Beyond the PTA, How to Raise Funds for Your Classroom","publishDate":1331834038,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/beyond-the-pta-how-to-raise-funds-for-your-classroom/200556773-001/\" rel=\"attachment wp-att-19964\">\u003cimg class=\"size-medium wp-image-19964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200556773-001-300x449.jpg\" alt=\"\" width=\"300\" height=\"449\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp>Few schools and teachers have access to all the funds they need or want to outfit their classroom. According to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/\">a PBS survey last year\u003c/a>, only one in five teachers say they have the updated technology they need. But with some creativity, educators can go beyond the typical PTA fundraiser and earn funding for specific classroom needs. Here are some ways teachers have filled their classroom coffers.\u003c/p>\n\u003cp>\u003cstrong>CORPORATE SPONSORS AND COMMUNITY PARTNERSHIPS\u003c/strong>\u003c/p>\n\u003cp>Tim Smith, a San Francisco parent and chair of technology at Alvarado Elementary School, who's accustomed to schools asking parents for donations, decided to try something different three years ago.\u003c/p>\n\u003cp>He organized a \u003ca href=\"http://techsearchparty.com/2012/01/31/tech-search-party-press-release/\">Tech Search Party\u003c/a>, now an annual event, which combines corporate sponsorship with a fun scavenger hunt using mobile devices. Corporations sponsor the event as part of their charitable give-back and provide participants with discount codes for purchases of their products and services. Participants sign up as teams and pay a small fee to be part of the scavenger hunt. Top teams win prizes.\u003c/p>\n\u003cp>The first year, all funds went to Alvarado Elementary School. The school purchased upgraded thin-client computer systems and software and upgraded many of the energy-hogging CRT monitors that were used at Alvarado. After the first event proved to be successful, they expanded to include two other local schools, splitting the proceeds from the event.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other school systems can create similar events, looking at the needs and technology adoption rates to decide whether to use a smartphone scavenger hunt, as he does, or a traditional paper-based scavenger hunt.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ASK FOR WHAT YOU NEED\u003c/strong>\u003c/p>\n\u003cp>Educators have also been using donation sites like \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a> and \u003ca href=\"http://www.donorschoose.org/\">Donorschoose\u003c/a> to raise funds for their classrooms, though it can be hard to get traction for projects among all of the other worthy requests out there.\u003c/p>\n\u003cp>\u003ca href=\"http://www.oo.com/sa500kids\">SA500 Kids\u003c/a> is another donation site conceived by \u003ca href=\"http://www.nextjump.com/\">Next Jump\u003c/a>, the company behind many employee and customer rewards programs from major businesses. Next Jump partnered \u003c!--more-->with DonorsChoose to bring more visibility to technology projects and reach funding goals. When projects with a technology component are submitted to the DonorsChoose database, they're automatically added to the SA500 Kids log at Oo.com. Next Jump says they average three hours to fund a project and that they have raised nearly $450,000 so far. See statistics on projects funded \u003ca href=\"http://www.oo.com/safkidsmetrics\">here\u003c/a>.\u003c/p>\n\u003cp>One important tip to remember with online donations is to make sure that schools and teachers share the voting link with parents and through all their social media connections.\u003c/p>\n\u003cp>\u003cstrong>JOIN (OR START) A BRIGADE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>TerraCycle, the company that got its start selling compost in recycled drink bottles, recently launched a \u003ca href=\"http://www.terracycle.net/en-US/brigades/keyboard-and-mouse-brigade.html\">Keyboard and Mouse Brigade\u003c/a> that pays schools for things like old keyboards, mouse, and Web cams. As an additional incentive for participation, TerraCycle’s corporate partners have stepped up to offer grants and donations. Last year, Wal-Mart offered $125,000 in grants to the top-collecting schools in all of TerraCycle’s brigades, according to vice president of global communication Albe Zakes. One school \u003ca href=\"http://morristowngreen.com/2011/03/18/woodland-school-celebrates-st-patricks-day-with-10k-of-green/\">used their grant funds \u003c/a>specifically to purchase classroom technology.\u003c/p>\n\u003cp>This year, Logitech and TerraCycle have created the Erase Your E-Waste contest and set a goal of collecting 2,500 items in the Keyboard and Mouse Brigade by Earth Month. Until the end of April, the school that collects the highest number of qualifying products for the Keyboard and Mouse Brigade will be rewarded with up to 30 new keyboards and 30 new mice. If the goal is met, every school that sent in a shipment during the contest will receive a coupon for 35% off a school purchase of Logitech keyboards, mice, webcams, headsets and speakers. Every participating school is automatically entered into the contest.\u003c/p>\n\u003cp>To be successful with this type of fundraiser, set a specific goal for the recycling program and clearly communicate it to kids and parents, as Salem (Oregon) Child Development Center did. They used the funds they earned through TerraCycle and other programs to redo their garden area, and they are currently \u003ca href=\"http://www.landcurrent.com/contemporary/playgrounds/Salemchild/LC_cutsheet_SCDC_east2010.pdf\">collecting to redo their play area\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR SUCCESSFUL FUNDRAISING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Be specific.\u003c/strong> Have a specific budget for your project and be clear about what exactly will be purchased.\u003c/li>\n\u003cli>\u003cstrong>Share your story.\u003c/strong> If you want parents to help, be specific about what you need them to do. Whether it is collecting recyclables or voting for your project, they will help as long as they know how.\u003c/li>\n\u003cli>\u003cstrong>Work with local and national companies.\u003c/strong> Many companies have charitable giving funds, whether they are housed in a special community give-back budget or in the marketing budget. Connect with them to request funds for your needs.\u003c/li>\n\u003c/ol>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1331848191,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":782},"headData":{"title":"Beyond the PTA, How to Raise Funds for Your Classroom | KQED","description":"Getty By Jennifer Roland Few schools and teachers have access to all the funds they need or want to outfit their classroom. According to a PBS survey last year, only one in five teachers say they have the updated technology they need. But with some creativity, educators can go beyond the typical PTA fundraiser and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond the PTA, How to Raise Funds for Your Classroom","datePublished":"2012-03-15T17:53:58.000Z","dateModified":"2012-03-15T21:49:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19949 http://blogs.kqed.org/mindshift/?p=19949","disqusUrl":"https://ww2.kqed.org/mindshift/2012/03/15/beyond-the-pta-how-to-raise-funds-for-your-classroom/","disqusTitle":"Beyond the PTA, How to Raise Funds for Your Classroom","path":"/mindshift/19949/beyond-the-pta-how-to-raise-funds-for-your-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/beyond-the-pta-how-to-raise-funds-for-your-classroom/200556773-001/\" rel=\"attachment wp-att-19964\">\u003cimg class=\"size-medium wp-image-19964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200556773-001-300x449.jpg\" alt=\"\" width=\"300\" height=\"449\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp>Few schools and teachers have access to all the funds they need or want to outfit their classroom. According to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/\">a PBS survey last year\u003c/a>, only one in five teachers say they have the updated technology they need. But with some creativity, educators can go beyond the typical PTA fundraiser and earn funding for specific classroom needs. Here are some ways teachers have filled their classroom coffers.\u003c/p>\n\u003cp>\u003cstrong>CORPORATE SPONSORS AND COMMUNITY PARTNERSHIPS\u003c/strong>\u003c/p>\n\u003cp>Tim Smith, a San Francisco parent and chair of technology at Alvarado Elementary School, who's accustomed to schools asking parents for donations, decided to try something different three years ago.\u003c/p>\n\u003cp>He organized a \u003ca href=\"http://techsearchparty.com/2012/01/31/tech-search-party-press-release/\">Tech Search Party\u003c/a>, now an annual event, which combines corporate sponsorship with a fun scavenger hunt using mobile devices. Corporations sponsor the event as part of their charitable give-back and provide participants with discount codes for purchases of their products and services. Participants sign up as teams and pay a small fee to be part of the scavenger hunt. Top teams win prizes.\u003c/p>\n\u003cp>The first year, all funds went to Alvarado Elementary School. The school purchased upgraded thin-client computer systems and software and upgraded many of the energy-hogging CRT monitors that were used at Alvarado. After the first event proved to be successful, they expanded to include two other local schools, splitting the proceeds from the event.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other school systems can create similar events, looking at the needs and technology adoption rates to decide whether to use a smartphone scavenger hunt, as he does, or a traditional paper-based scavenger hunt.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ASK FOR WHAT YOU NEED\u003c/strong>\u003c/p>\n\u003cp>Educators have also been using donation sites like \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a> and \u003ca href=\"http://www.donorschoose.org/\">Donorschoose\u003c/a> to raise funds for their classrooms, though it can be hard to get traction for projects among all of the other worthy requests out there.\u003c/p>\n\u003cp>\u003ca href=\"http://www.oo.com/sa500kids\">SA500 Kids\u003c/a> is another donation site conceived by \u003ca href=\"http://www.nextjump.com/\">Next Jump\u003c/a>, the company behind many employee and customer rewards programs from major businesses. Next Jump partnered \u003c!--more-->with DonorsChoose to bring more visibility to technology projects and reach funding goals. When projects with a technology component are submitted to the DonorsChoose database, they're automatically added to the SA500 Kids log at Oo.com. Next Jump says they average three hours to fund a project and that they have raised nearly $450,000 so far. See statistics on projects funded \u003ca href=\"http://www.oo.com/safkidsmetrics\">here\u003c/a>.\u003c/p>\n\u003cp>One important tip to remember with online donations is to make sure that schools and teachers share the voting link with parents and through all their social media connections.\u003c/p>\n\u003cp>\u003cstrong>JOIN (OR START) A BRIGADE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>TerraCycle, the company that got its start selling compost in recycled drink bottles, recently launched a \u003ca href=\"http://www.terracycle.net/en-US/brigades/keyboard-and-mouse-brigade.html\">Keyboard and Mouse Brigade\u003c/a> that pays schools for things like old keyboards, mouse, and Web cams. As an additional incentive for participation, TerraCycle’s corporate partners have stepped up to offer grants and donations. Last year, Wal-Mart offered $125,000 in grants to the top-collecting schools in all of TerraCycle’s brigades, according to vice president of global communication Albe Zakes. One school \u003ca href=\"http://morristowngreen.com/2011/03/18/woodland-school-celebrates-st-patricks-day-with-10k-of-green/\">used their grant funds \u003c/a>specifically to purchase classroom technology.\u003c/p>\n\u003cp>This year, Logitech and TerraCycle have created the Erase Your E-Waste contest and set a goal of collecting 2,500 items in the Keyboard and Mouse Brigade by Earth Month. Until the end of April, the school that collects the highest number of qualifying products for the Keyboard and Mouse Brigade will be rewarded with up to 30 new keyboards and 30 new mice. If the goal is met, every school that sent in a shipment during the contest will receive a coupon for 35% off a school purchase of Logitech keyboards, mice, webcams, headsets and speakers. Every participating school is automatically entered into the contest.\u003c/p>\n\u003cp>To be successful with this type of fundraiser, set a specific goal for the recycling program and clearly communicate it to kids and parents, as Salem (Oregon) Child Development Center did. They used the funds they earned through TerraCycle and other programs to redo their garden area, and they are currently \u003ca href=\"http://www.landcurrent.com/contemporary/playgrounds/Salemchild/LC_cutsheet_SCDC_east2010.pdf\">collecting to redo their play area\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR SUCCESSFUL FUNDRAISING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Be specific.\u003c/strong> Have a specific budget for your project and be clear about what exactly will be purchased.\u003c/li>\n\u003cli>\u003cstrong>Share your story.\u003c/strong> If you want parents to help, be specific about what you need them to do. Whether it is collecting recyclables or voting for your project, they will help as long as they know how.\u003c/li>\n\u003cli>\u003cstrong>Work with local and national companies.\u003c/strong> Many companies have charitable giving funds, whether they are housed in a special community give-back budget or in the marketing budget. Connect with them to request funds for your needs.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19949/beyond-the-pta-how-to-raise-funds-for-your-classroom","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_228"],"featImg":"mindshift_19964","label":"mindshift"},"mindshift_14621":{"type":"posts","id":"mindshift_14621","meta":{"index":"posts_1591205157","site":"mindshift","id":"14621","score":null,"sort":[1313704792000]},"guestAuthors":[],"slug":"finding-money-for-technology-where-do-i-start","title":"Finding Money for Technology: \"Where Do I Start\"?","publishDate":1313704792,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_14630\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"www.SeniorLiving.Org\">\u003cimg class=\"size-medium wp-image-14630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-300x204.jpg\" alt=\"\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these \u003ca href=\"http://ww2.kqed.org/mindshift/category/technology-tools/\">transformational tech tools\u003c/a> that we write about here.\u003c/p>\n\u003cp>In response to \u003cem>\u003ca href=\"../2011/08/the-most-anticipated-tech-tools-of-back-to-school-2011/\">The Most Anticipated Tech Tools of Back to School\u003c/a>\u003c/em>, reader Noi Schoch writes:\u003c/p>\n\u003cblockquote>\u003cp>\"All this tech is great! IF you have the cash for it! Most schools can't afford it, and most can't afford the staff development to train everyone how to use it and keep up with the newest uses for it.\"\u003c/p>\u003c/blockquote>\n\u003cp>In reference to the article \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">\u003cem>Math and Science: Out of the Classroom, Into the World\u003c/em>\u003c/a>, which describes why new technology makes this an exciting time to be a student, reader \"mjamerson\" says:\u003c/p>\n\u003cblockquote>\u003cp>\"This really sounds like a wonderful expansion of educational possibilities. But there is a potential downside. This new technology will depend on two things: teacher ability and access. As we know, in poor communities there are less seasoned teachers and less access, both at school and at home. So as much as I love the idea of using technology to widen the educational experience, this seems to widen the technology/educational opportunity divide at the same time. It makes me wonder; How many people will be left behind?\"\u003c/p>\u003c/blockquote>\n\u003cp>And yesterday, I received an email from Shelley Tingle, with the subject head \"Where do I start?\":\u003c/p>\n\u003cblockquote>\u003cp>\"I'm a parent of an 8th grader, 4th grader and 2nd grader. I'm also a research civil engineer at the Engineer Research and Development Center in Vicksburg, Mississippi. My junior high student goes to a school with virtually no technology! Vicksburg is an odd society since it is home to many engineers and scientists but also has an extremely high level of poverty with the majority of the students on reduced or free lunches. See our \u003ca href=\"http://www.vwsd.k12.ms.us/children_first/2010_Report.pdf\">district's report card\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>My passion is for these children to get connected to math and science which will help in educating our low-income children out of poverty with many job opportunities in their hometown. Where do I begin to get technology into the hands of these students? We do not even have Smartboards in the classrooms. What would be your priority list? How do we go about getting the funds for pay for the technology?\"\u003c/p>\u003c/blockquote>\n\u003cp>And this is just from the past couple of days. Since the launch of MindShift almost a year ago, I've received more notes and comments than I can count asking this pressing question. And I'm not sure how to answer it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As I wrote in a recent article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cem>For At-Risk Youth, is Learning Digital Media a Luxury?\u003c/em>\u003c/a>\" the issue is one of priority for school administrators, those in positions of power. If educators can reach out to disenfranchised kids by engaging them with tactics like using their mobiles phones and Facebook for learning in class, and by learning about topics that interest them and have direct relevance in their lives, dropout rates and truancies might actually drop. We might see kids more interested in school, regardless of their economic standing. What makes this a more urgent issue is that the “digital divide” or “participation gap”—whatever term you like—will grow even more if low-income students aren’t taught how to use important tech tools they’ll need to survive outside school.\u003c/p>\n\u003cp>But is there a way to circumvent the system with sites like \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a>? Can teachers find sources to fund their own, individual classroom projects, and if so, is that the right way? Can parents help lead the movement in their individual communities? I'd love to hear from those who've been successful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313704792,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":641},"headData":{"title":"Finding Money for Technology: \"Where Do I Start\"? | KQED","description":"In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these transformational tech tools that we write about here. In response to The Most Anticipated Tech Tools of Back to School,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Finding Money for Technology: \"Where Do I Start\"?","datePublished":"2011-08-18T21:59:52.000Z","dateModified":"2011-08-18T21:59:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14621 http://blogs.kqed.org/mindshift/?p=14621","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/18/finding-money-for-technology-where-do-i-start/","disqusTitle":"Finding Money for Technology: \"Where Do I Start\"?","path":"/mindshift/14621/finding-money-for-technology-where-do-i-start","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14630\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"www.SeniorLiving.Org\">\u003cimg class=\"size-medium wp-image-14630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-300x204.jpg\" alt=\"\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these \u003ca href=\"http://ww2.kqed.org/mindshift/category/technology-tools/\">transformational tech tools\u003c/a> that we write about here.\u003c/p>\n\u003cp>In response to \u003cem>\u003ca href=\"../2011/08/the-most-anticipated-tech-tools-of-back-to-school-2011/\">The Most Anticipated Tech Tools of Back to School\u003c/a>\u003c/em>, reader Noi Schoch writes:\u003c/p>\n\u003cblockquote>\u003cp>\"All this tech is great! IF you have the cash for it! Most schools can't afford it, and most can't afford the staff development to train everyone how to use it and keep up with the newest uses for it.\"\u003c/p>\u003c/blockquote>\n\u003cp>In reference to the article \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">\u003cem>Math and Science: Out of the Classroom, Into the World\u003c/em>\u003c/a>, which describes why new technology makes this an exciting time to be a student, reader \"mjamerson\" says:\u003c/p>\n\u003cblockquote>\u003cp>\"This really sounds like a wonderful expansion of educational possibilities. But there is a potential downside. This new technology will depend on two things: teacher ability and access. As we know, in poor communities there are less seasoned teachers and less access, both at school and at home. So as much as I love the idea of using technology to widen the educational experience, this seems to widen the technology/educational opportunity divide at the same time. It makes me wonder; How many people will be left behind?\"\u003c/p>\u003c/blockquote>\n\u003cp>And yesterday, I received an email from Shelley Tingle, with the subject head \"Where do I start?\":\u003c/p>\n\u003cblockquote>\u003cp>\"I'm a parent of an 8th grader, 4th grader and 2nd grader. I'm also a research civil engineer at the Engineer Research and Development Center in Vicksburg, Mississippi. My junior high student goes to a school with virtually no technology! Vicksburg is an odd society since it is home to many engineers and scientists but also has an extremely high level of poverty with the majority of the students on reduced or free lunches. See our \u003ca href=\"http://www.vwsd.k12.ms.us/children_first/2010_Report.pdf\">district's report card\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>My passion is for these children to get connected to math and science which will help in educating our low-income children out of poverty with many job opportunities in their hometown. Where do I begin to get technology into the hands of these students? We do not even have Smartboards in the classrooms. What would be your priority list? How do we go about getting the funds for pay for the technology?\"\u003c/p>\u003c/blockquote>\n\u003cp>And this is just from the past couple of days. Since the launch of MindShift almost a year ago, I've received more notes and comments than I can count asking this pressing question. And I'm not sure how to answer it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As I wrote in a recent article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cem>For At-Risk Youth, is Learning Digital Media a Luxury?\u003c/em>\u003c/a>\" the issue is one of priority for school administrators, those in positions of power. If educators can reach out to disenfranchised kids by engaging them with tactics like using their mobiles phones and Facebook for learning in class, and by learning about topics that interest them and have direct relevance in their lives, dropout rates and truancies might actually drop. We might see kids more interested in school, regardless of their economic standing. What makes this a more urgent issue is that the “digital divide” or “participation gap”—whatever term you like—will grow even more if low-income students aren’t taught how to use important tech tools they’ll need to survive outside school.\u003c/p>\n\u003cp>But is there a way to circumvent the system with sites like \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a>? Can teachers find sources to fund their own, individual classroom projects, and if so, is that the right way? Can parents help lead the movement in their individual communities? I'd love to hear from those who've been successful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14621/finding-money-for-technology-where-do-i-start","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_179","mindshift_252","mindshift_683","mindshift_228"],"featImg":"mindshift_14630","label":"mindshift"},"mindshift_5438":{"type":"posts","id":"mindshift_5438","meta":{"index":"posts_1591205157","site":"mindshift","id":"5438","score":null,"sort":[1292630891000]},"guestAuthors":[],"slug":"karen-cator-schools-should-get-creative-with-spending","title":"Karen Cator: Schools Should Get Creative With Spending","publishDate":1292630891,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-5456\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/amagill-2/\">\u003cimg class=\"size-medium wp-image-5456\" title=\"amagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/amagill-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Continuing my conversation with the Department of Education's Director of Education Technology \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/#more-5387\">Karen Cator\u003c/a>, we talk about how schools can find inventive ways of allotting money for tech tools.\u003c/p>\n\u003cp>\u003cstrong>What's your position on creative reallocation of funds in order to pull schools and districts into the 21st century?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We’re going to have to figure out how to reallocate funds. It’s not like we’ll have more money to add on the side. We have to think of our core mission: What are the required elements of building a high-quality, productive education environment? I think that’s the only way to be successful. We have to think of the ways we’re spending money now, and ways we can be more productive.\u003c/p>\n\u003cp>The productivity section of the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> gets at the essence of how we can do more, better, even faster with the same amount of resources.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are some great examples of reallocation of funds. Morrisville School District in North Carolina went through their entire budget and found where they can save money, \u003cem>if\u003c/em> in fact, every student had a digital device. Think about what’s on a digital device – you can have a calculator, research materials, maps, writing tools, school binder, calendar, books and content, you can have your assessment.\u003c/p>\n\u003cp>We can’t think of it as whether we can we buy a device with content instead of a single textbook. It’s more like whether we can we provide a device with all of the tools and resources that students need every single day. And there is a creative way to reallocate funds. For example, we should be able to save on paper doing that, the paper budgets in schools could be used.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable.\u003c/aside>\n\u003cp>One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable. We have to make the leap to a digital learning environment from predominantly print-based classroom to see both increased improvements in productivity and learning, and to see cost savings that would fund the digital environment.\u003c/p>\n\u003cp>And to do this, we have to think of it as a system. There are a variety of funding pots that can fund different parts of the infrastructure. There are community-based grants, Department of Commerce grants and agriculture programs that fund broadband build-out. And we have to think of it as a system, with the focus of improving productivity and opportunity for everyone to learn.\u003c/p>\n\u003cp>\u003cstrong>How can decision-makers figure out when to invest in a new technology, knowing that it'll change again quickly, whether it's an iPod Touch, or an iPad, or another e-reader? How can they know it's worth the investment?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I totally understand that. It’s a risk whenever you move into new environment, and in education we’re pretty risk averse. But I do understand the sentiment.\u003c/p>\n\u003cfigure id=\"attachment_5458\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5458\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/cator-400-2/\">\u003cimg class=\"size-thumbnail wp-image-5458\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4001-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But we can’t focus on devices, then we get attached to something that’s fleeting. Whether it's going to last for four or five years, or whether there will be something better, it’s just the way technology evolves. We need to focus and clearly articulate on what we want students to be able to do.\u003c/p>\n\u003cp>We want them to write and to write better, and be able to edit, and have the tools of writing. We want them to read, to leverage tools of the text that the screen can provide, which is much more enabled than text on a page. We want students to do research, to find data sets online, the tools, the stimulation, the assessments. If we focus on those things, the actual device becomes less daunting. Because today, it’s one device, and it might be another one tomorrow. But whatever devices we have are going to enable students and teachers to do those things that we clearly say we want them to be able to do. And that's when we’ll feel better about our decisions.\u003c/p>\n\u003cp>And if we focus on \u003cem>what\u003c/em> we want them to be able to do, that actually doesn’t change as frequently, and that isn’t like technology. It just becomes a more enabled environment.\u003c/p>\n\u003cp>I think we’ll see some people experimenting with a variety of other strategies as well, potentially welcoming devices that students can bring from home. If we can begin to have that kind of mine/theirs/ours types of devices, then a couple things might happen. One, the support is more distributed, because students are empowered and responsible to support their devices, and second, the funds that school districts have can go further. And bottom line, you can get closer to having a more productive environment and increase opportunity for all students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Here's the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">first part of our interview\u003c/a>.]\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1292630893,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":876},"headData":{"title":"Karen Cator: Schools Should Get Creative With Spending | KQED","description":"Continuing my conversation with the Department of Education's Director of Education Technology Karen Cator, we talk about how schools can find inventive ways of allotting money for tech tools. What's your position on creative reallocation of funds in order to pull schools and districts into the 21st century? We’re going to have to figure out","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Karen Cator: Schools Should Get Creative With Spending","datePublished":"2010-12-18T00:08:11.000Z","dateModified":"2010-12-18T00:08:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5438 http://blogs.kqed.org/mindshift/?p=5438","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/17/karen-cator-schools-should-get-creative-with-spending/","disqusTitle":"Karen Cator: Schools Should Get Creative With Spending","path":"/mindshift/5438/karen-cator-schools-should-get-creative-with-spending","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5456\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/amagill-2/\">\u003cimg class=\"size-medium wp-image-5456\" title=\"amagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/amagill-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Continuing my conversation with the Department of Education's Director of Education Technology \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/#more-5387\">Karen Cator\u003c/a>, we talk about how schools can find inventive ways of allotting money for tech tools.\u003c/p>\n\u003cp>\u003cstrong>What's your position on creative reallocation of funds in order to pull schools and districts into the 21st century?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We’re going to have to figure out how to reallocate funds. It’s not like we’ll have more money to add on the side. We have to think of our core mission: What are the required elements of building a high-quality, productive education environment? I think that’s the only way to be successful. We have to think of the ways we’re spending money now, and ways we can be more productive.\u003c/p>\n\u003cp>The productivity section of the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> gets at the essence of how we can do more, better, even faster with the same amount of resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are some great examples of reallocation of funds. Morrisville School District in North Carolina went through their entire budget and found where they can save money, \u003cem>if\u003c/em> in fact, every student had a digital device. Think about what’s on a digital device – you can have a calculator, research materials, maps, writing tools, school binder, calendar, books and content, you can have your assessment.\u003c/p>\n\u003cp>We can’t think of it as whether we can we buy a device with content instead of a single textbook. It’s more like whether we can we provide a device with all of the tools and resources that students need every single day. And there is a creative way to reallocate funds. For example, we should be able to save on paper doing that, the paper budgets in schools could be used.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable.\u003c/aside>\n\u003cp>One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable. We have to make the leap to a digital learning environment from predominantly print-based classroom to see both increased improvements in productivity and learning, and to see cost savings that would fund the digital environment.\u003c/p>\n\u003cp>And to do this, we have to think of it as a system. There are a variety of funding pots that can fund different parts of the infrastructure. There are community-based grants, Department of Commerce grants and agriculture programs that fund broadband build-out. And we have to think of it as a system, with the focus of improving productivity and opportunity for everyone to learn.\u003c/p>\n\u003cp>\u003cstrong>How can decision-makers figure out when to invest in a new technology, knowing that it'll change again quickly, whether it's an iPod Touch, or an iPad, or another e-reader? How can they know it's worth the investment?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I totally understand that. It’s a risk whenever you move into new environment, and in education we’re pretty risk averse. But I do understand the sentiment.\u003c/p>\n\u003cfigure id=\"attachment_5458\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5458\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/cator-400-2/\">\u003cimg class=\"size-thumbnail wp-image-5458\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4001-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But we can’t focus on devices, then we get attached to something that’s fleeting. Whether it's going to last for four or five years, or whether there will be something better, it’s just the way technology evolves. We need to focus and clearly articulate on what we want students to be able to do.\u003c/p>\n\u003cp>We want them to write and to write better, and be able to edit, and have the tools of writing. We want them to read, to leverage tools of the text that the screen can provide, which is much more enabled than text on a page. We want students to do research, to find data sets online, the tools, the stimulation, the assessments. If we focus on those things, the actual device becomes less daunting. Because today, it’s one device, and it might be another one tomorrow. But whatever devices we have are going to enable students and teachers to do those things that we clearly say we want them to be able to do. And that's when we’ll feel better about our decisions.\u003c/p>\n\u003cp>And if we focus on \u003cem>what\u003c/em> we want them to be able to do, that actually doesn’t change as frequently, and that isn’t like technology. It just becomes a more enabled environment.\u003c/p>\n\u003cp>I think we’ll see some people experimenting with a variety of other strategies as well, potentially welcoming devices that students can bring from home. If we can begin to have that kind of mine/theirs/ours types of devices, then a couple things might happen. One, the support is more distributed, because students are empowered and responsible to support their devices, and second, the funds that school districts have can go further. And bottom line, you can get closer to having a more productive environment and increase opportunity for all students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Here's the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">first part of our interview\u003c/a>.]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5438/karen-cator-schools-should-get-creative-with-spending","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_29","mindshift_228","mindshift_221"],"featImg":"mindshift_5456","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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":{"site":"news","source":"kqed","order":"2"},"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","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"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. 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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. 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