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"content": "\u003cp>In the fall of 2020, educators at Aspire Public Schools – a network of 36 charter schools in California that are privately run but taxpayer funded – were worried. As with other schools around the country, pandemic era learning wasn’t going smoothly. Many of its 7,000 middle and high schoolers, mostly Hispanic and low-income, were struggling in their studies and course failure rates had spiked.\u003c/p>\n\u003cp>Like hundreds of school districts, Aspire purchased an online tutoring service for the spring of 2021 to help these students. Students could log in to the tutoring service, called \u003ca href=\"https://paper.co/\">Paper\u003c/a>, whenever they wanted, 24 hours a day, seven days a week, and connect with a tutor to help with schoolwork in any subject. There was no video or audio, but students could text chat with a human tutor and work together on a virtual whiteboard and share documents. The tutoring was free to students no matter how much they used it.\u003c/p>\n\u003cp>The nonprofit charter school network also invited a team of university researchers to study whether the online tutoring service was helping students. The results were disheartening for those who hope that on-demand tutoring might be an effective way to help students catch up. (Researchers agreed not to disclose the name of the tutoring company in the study, but Aspire has been public about its \u003ca href=\"https://aspirepublicschools.org/aspire-launches-partnership-to-provide-unlimited-virtual-tutoring-for-all-secondary-students/\">2021 tutoring deal with the Montreal-based tutoring giant Paper\u003c/a>, also known as Paper Education Company Inc.)\u003c/p>\n\u003cp>The researchers, from Brown University and the University of California, Irvine, tried three different ways of engaging students. But no matter what they tried, a majority of students never used the tutoring service. Even their most successful effort, which involved nudging both parents and students with frequent text messages and emails, convinced only 27 percent of the students to try an online tutor at least once. More than 70 percent of the students never tried it. Without the nudges, only 19 percent of the students connected with an online tutor. And, among the students who needed tutoring the most because they had failed a class with a D or an F in the fall of 2020, only 12 percent ever logged on. Students who were doing well at school and not at risk of failure were twice as likely to take advantage of the free tutoring.\u003c/p>\n\u003cp>“Take-up remained low,” the researchers wrote, in an October 2022 working paper of the Annenberg Institute for School Reform at Brown University, titled “\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">The inequity of opt-in educational resources and an intervention to increase equitable access\u003c/a>.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The real key takeaway from the study,” said lead researcher Carly Robinson, is that just telling students about a tutoring service isn’t enough to make them use it. “And it happens even less for those students who we think probably need it the most,” said Robinson, a postdoctoral research associate at Brown University’s Annenberg Institute and a researcher at the \u003ca href=\"https://studentsupportaccelerator.com/about\">National Student Support Accelerator\u003c/a>, which is promoting the use of evidence-based tutoring at schools.\u003c/p>\n\u003cp>The students who did log in typically had no more than four tutoring sessions during the entire spring term. Only 26 of the 7,000 students used it three times or more a week, which is what experts are recommending. One student was a power user, logging on 168 times.\u003c/p>\n\u003cp>It’s unclear how much this optional tutoring helped students academically. Fewer students in the group that used the tutoring the most failed classes. Fifty-nine percent of the students who were nudged (along with their parents) passed all their courses without any Ds or Fs compared to 55 percent of the students who weren’t nudged to use the tutoring. Still, even with the availability of tutoring and the reminders, more than 40 percent of the students failed at least one class.\u003c/p>\n\u003cp>Students in the nudged group didn’t get higher grades than students in the control group who were not nudged. In both groups, the students who took advantage of at least one tutoring session did get better grades than those who never had a tutoring session. Math grades, for example, were more than a letter grade higher – an A versus a B minus. But researchers emphasized that’s not proof that the tutoring made the difference. It’s quite likely that students who were motivated to try a tutoring session were generally more motivated students and would have had higher grades regardless.\u003c/p>\n\u003cp>Schools are required to spend 20 percent of their $122 billion in federal pandemic recovery funds on helping students catch up academically. Education researchers and the U.S. Department of Education are calling for schools to set up tutoring programs, especially for the weakest students who fell the most behind during the pandemic. Strong scientific \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">evidence of academic gains\u003c/a> has come from a specific type of intensive tutoring that takes place three or more times a week and is often referred to as “\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\">high dosage\u003c/a>.” Hallmarks of the proven programs are not just frequency, but working in-person with tutors using clear lesson plans, rather than merely helping with homework. And the sessions are scheduled during school hours, when attendance is required.\u003c/p>\n\u003cp>“Good tutoring also means working with the same tutor over time and building a relationship, which isn’t usually possible with an on-demand sort of support,” said Amanda Neitzel, assistant professor at the Center for Research and Reform in Education at Johns Hopkins University and research director for ProvenTutoring, a coalition of organizations that provide evidence-based tutoring programs.\u003c/p>\n\u003cp>Neitzel advises schools not to spend their pandemic recovery money on 24/7 online tutoring. “I think in most cases, no,” she said. “There is very little evidence to support this, and plenty of better alternatives.”\u003c/p>\n\u003cp>Several online tutoring companies have been marketing their 24/7 tutoring services to schools as “high dosage.” Paper has a \u003ca href=\"https://paper.co/resources/the-k-12-guide-to-high-dosage-tutoring\">webpage devoted to “high dosage”\u003c/a> tutoring, correctly explaining the model that researchers are advocating, while presenting online products as “newer, more scalable high-dosage tutoring models.” Business has exploded since the pandemic hit. Paper currently has tutoring contracts with 300 school districts around the country, including Las Vegas, Boston and Atlanta, and statewide deals with Mississippi and Tennessee.\u003c/p>\n\u003cp>Paper was also the vendor of the online tutoring services in the California study. The company said that it “fully” agrees with the study’s findings and acknowledges that it needed to improve the usage rates of its tutoring services. Paper says that it has since adopted many changes to boost the number of students who log in. Younger students can now record their voices instead of text chatting, for example. And it says that nominating teachers who can “champion” their product in the district and share best practices has been effective in driving more use. However, Paper declined to disclose what it’s current usage rates are.\u003c/p>\n\u003cp>In an interview, Paper’s CEO Philip Cutler described his firm’s on-demand tutoring as an “enhanced” version of “high- dosage” tutoring. Better? Yes, he said, because it can serve more students.\u003c/p>\n\u003cp>“You need to show that there’s results,” said Cutler. He said that the kind of intensive tutoring that researchers are recommending is “valuable” but it can serve only “a handful of students.” “It doesn’t move the needle nationally,” he said.\u003c/p>\n\u003cp>Research-backed tutoring programs, by contrast, are difficult for schools to manage, from hiring and training tutors to finding classroom space for the tutoring sessions and rescheduling the school day to make time for it. It’s much easier for school leaders to pay for an online tutoring service that takes place outside the school walls.\u003c/p>\n\u003cp>Cutler admitted that he cannot yet point to proven results for his on-demand tutoring. He’s currently working with independent researchers at \u003ca href=\"https://learnplatform.com/our-team\">Learn Platform\u003c/a> and McGill University to evaluate his product.\u003c/p>\n\u003cp>At first glance, on-demand online tutoring would seem to be more economical. Cutler said his company charges a flat fee of $40 to $80 per student, depending on the size of the school district, regardless of hours used or how many students log in. By contrast, evidence-based high-dosage tutoring can run $4,000 per student for the year. However, given the low usage seen in the California study, per-hour costs can be similar. (Here’s my back-of-the-envelope math: If a 10,000-student district pays $400,000, but only 20 percent of the students log in for four half-hour sessions each, then the district could end up paying $100 an hour for tutoring.).\u003c/p>\n\u003cp>One influential educator has some advice for administrators who are trying to figure out what to do. Terry Grier, the former schools superintendent of Houston and a mentor to school leaders around the country, said schools that want to offer on-demand tutoring should negotiate tighter deals and pay only for the hours used and only if student test scores increase. He said it’s “immoral” for schools to sign “blank contracts” without strings attached. In his own experience with “high-dosage” tutoring in Texas, he said that the in-person, intensive version was very effective, especially in math. He said he also tried online tutoring, but it didn’t work well. “Kids wouldn’t use it,” Grier said.\u003c/p>\n\u003cp>Online tutoring is still relatively new and these on-demand services may prove to be effective.\u003c/p>\n\u003cp>Tutoring companies describe impressive vetting processes and training programs for their tutors, who might be fantastic. I don’t know. In the California study, lead researcher Robinson noticed that online tutors could relieve teachers from having to answer every small question that students have so that they can spend time with students who need more help.\u003c/p>\n\u003cp>“I think there’s a place for this type of virtual on-demand tutoring,” said Robinson.\u003c/p>\n\u003cp>Cutler, Paper’s CEO, told me that some teachers are telling their students to submit their first drafts to a Paper tutor to work with students on revising their essays before turning them in. Using online tutors to build good editing habits sounds like a fantastic idea to me, but it might not help students make up for pandemic learning losses.\u003c/p>\n\u003cp>Meanwhile, the Aspire schools in California have reconsidered on-demand tutoring and many aren’t using it anymore. The schools that are have shifted to using the online tutors for special projects and as an additional resource when parents aren’t available for on-the-spot help with homework.\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it/\">\u003cem>on-demand tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2020, educators at Aspire Public Schools – a network of 36 charter schools in California that are privately run but taxpayer funded – were worried. As with other schools around the country, pandemic era learning wasn’t going smoothly. Many of its 7,000 middle and high schoolers, mostly Hispanic and low-income, were struggling in their studies and course failure rates had spiked.\u003c/p>\n\u003cp>Like hundreds of school districts, Aspire purchased an online tutoring service for the spring of 2021 to help these students. Students could log in to the tutoring service, called \u003ca href=\"https://paper.co/\">Paper\u003c/a>, whenever they wanted, 24 hours a day, seven days a week, and connect with a tutor to help with schoolwork in any subject. There was no video or audio, but students could text chat with a human tutor and work together on a virtual whiteboard and share documents. The tutoring was free to students no matter how much they used it.\u003c/p>\n\u003cp>The nonprofit charter school network also invited a team of university researchers to study whether the online tutoring service was helping students. The results were disheartening for those who hope that on-demand tutoring might be an effective way to help students catch up. (Researchers agreed not to disclose the name of the tutoring company in the study, but Aspire has been public about its \u003ca href=\"https://aspirepublicschools.org/aspire-launches-partnership-to-provide-unlimited-virtual-tutoring-for-all-secondary-students/\">2021 tutoring deal with the Montreal-based tutoring giant Paper\u003c/a>, also known as Paper Education Company Inc.)\u003c/p>\n\u003cp>The researchers, from Brown University and the University of California, Irvine, tried three different ways of engaging students. But no matter what they tried, a majority of students never used the tutoring service. Even their most successful effort, which involved nudging both parents and students with frequent text messages and emails, convinced only 27 percent of the students to try an online tutor at least once. More than 70 percent of the students never tried it. Without the nudges, only 19 percent of the students connected with an online tutor. And, among the students who needed tutoring the most because they had failed a class with a D or an F in the fall of 2020, only 12 percent ever logged on. Students who were doing well at school and not at risk of failure were twice as likely to take advantage of the free tutoring.\u003c/p>\n\u003cp>“Take-up remained low,” the researchers wrote, in an October 2022 working paper of the Annenberg Institute for School Reform at Brown University, titled “\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">The inequity of opt-in educational resources and an intervention to increase equitable access\u003c/a>.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The real key takeaway from the study,” said lead researcher Carly Robinson, is that just telling students about a tutoring service isn’t enough to make them use it. “And it happens even less for those students who we think probably need it the most,” said Robinson, a postdoctoral research associate at Brown University’s Annenberg Institute and a researcher at the \u003ca href=\"https://studentsupportaccelerator.com/about\">National Student Support Accelerator\u003c/a>, which is promoting the use of evidence-based tutoring at schools.\u003c/p>\n\u003cp>The students who did log in typically had no more than four tutoring sessions during the entire spring term. Only 26 of the 7,000 students used it three times or more a week, which is what experts are recommending. One student was a power user, logging on 168 times.\u003c/p>\n\u003cp>It’s unclear how much this optional tutoring helped students academically. Fewer students in the group that used the tutoring the most failed classes. Fifty-nine percent of the students who were nudged (along with their parents) passed all their courses without any Ds or Fs compared to 55 percent of the students who weren’t nudged to use the tutoring. Still, even with the availability of tutoring and the reminders, more than 40 percent of the students failed at least one class.\u003c/p>\n\u003cp>Students in the nudged group didn’t get higher grades than students in the control group who were not nudged. In both groups, the students who took advantage of at least one tutoring session did get better grades than those who never had a tutoring session. Math grades, for example, were more than a letter grade higher – an A versus a B minus. But researchers emphasized that’s not proof that the tutoring made the difference. It’s quite likely that students who were motivated to try a tutoring session were generally more motivated students and would have had higher grades regardless.\u003c/p>\n\u003cp>Schools are required to spend 20 percent of their $122 billion in federal pandemic recovery funds on helping students catch up academically. Education researchers and the U.S. Department of Education are calling for schools to set up tutoring programs, especially for the weakest students who fell the most behind during the pandemic. Strong scientific \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">evidence of academic gains\u003c/a> has come from a specific type of intensive tutoring that takes place three or more times a week and is often referred to as “\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\">high dosage\u003c/a>.” Hallmarks of the proven programs are not just frequency, but working in-person with tutors using clear lesson plans, rather than merely helping with homework. And the sessions are scheduled during school hours, when attendance is required.\u003c/p>\n\u003cp>“Good tutoring also means working with the same tutor over time and building a relationship, which isn’t usually possible with an on-demand sort of support,” said Amanda Neitzel, assistant professor at the Center for Research and Reform in Education at Johns Hopkins University and research director for ProvenTutoring, a coalition of organizations that provide evidence-based tutoring programs.\u003c/p>\n\u003cp>Neitzel advises schools not to spend their pandemic recovery money on 24/7 online tutoring. “I think in most cases, no,” she said. “There is very little evidence to support this, and plenty of better alternatives.”\u003c/p>\n\u003cp>Several online tutoring companies have been marketing their 24/7 tutoring services to schools as “high dosage.” Paper has a \u003ca href=\"https://paper.co/resources/the-k-12-guide-to-high-dosage-tutoring\">webpage devoted to “high dosage”\u003c/a> tutoring, correctly explaining the model that researchers are advocating, while presenting online products as “newer, more scalable high-dosage tutoring models.” Business has exploded since the pandemic hit. Paper currently has tutoring contracts with 300 school districts around the country, including Las Vegas, Boston and Atlanta, and statewide deals with Mississippi and Tennessee.\u003c/p>\n\u003cp>Paper was also the vendor of the online tutoring services in the California study. The company said that it “fully” agrees with the study’s findings and acknowledges that it needed to improve the usage rates of its tutoring services. Paper says that it has since adopted many changes to boost the number of students who log in. Younger students can now record their voices instead of text chatting, for example. And it says that nominating teachers who can “champion” their product in the district and share best practices has been effective in driving more use. However, Paper declined to disclose what it’s current usage rates are.\u003c/p>\n\u003cp>In an interview, Paper’s CEO Philip Cutler described his firm’s on-demand tutoring as an “enhanced” version of “high- dosage” tutoring. Better? Yes, he said, because it can serve more students.\u003c/p>\n\u003cp>“You need to show that there’s results,” said Cutler. He said that the kind of intensive tutoring that researchers are recommending is “valuable” but it can serve only “a handful of students.” “It doesn’t move the needle nationally,” he said.\u003c/p>\n\u003cp>Research-backed tutoring programs, by contrast, are difficult for schools to manage, from hiring and training tutors to finding classroom space for the tutoring sessions and rescheduling the school day to make time for it. It’s much easier for school leaders to pay for an online tutoring service that takes place outside the school walls.\u003c/p>\n\u003cp>Cutler admitted that he cannot yet point to proven results for his on-demand tutoring. He’s currently working with independent researchers at \u003ca href=\"https://learnplatform.com/our-team\">Learn Platform\u003c/a> and McGill University to evaluate his product.\u003c/p>\n\u003cp>At first glance, on-demand online tutoring would seem to be more economical. Cutler said his company charges a flat fee of $40 to $80 per student, depending on the size of the school district, regardless of hours used or how many students log in. By contrast, evidence-based high-dosage tutoring can run $4,000 per student for the year. However, given the low usage seen in the California study, per-hour costs can be similar. (Here’s my back-of-the-envelope math: If a 10,000-student district pays $400,000, but only 20 percent of the students log in for four half-hour sessions each, then the district could end up paying $100 an hour for tutoring.).\u003c/p>\n\u003cp>One influential educator has some advice for administrators who are trying to figure out what to do. Terry Grier, the former schools superintendent of Houston and a mentor to school leaders around the country, said schools that want to offer on-demand tutoring should negotiate tighter deals and pay only for the hours used and only if student test scores increase. He said it’s “immoral” for schools to sign “blank contracts” without strings attached. In his own experience with “high-dosage” tutoring in Texas, he said that the in-person, intensive version was very effective, especially in math. He said he also tried online tutoring, but it didn’t work well. “Kids wouldn’t use it,” Grier said.\u003c/p>\n\u003cp>Online tutoring is still relatively new and these on-demand services may prove to be effective.\u003c/p>\n\u003cp>Tutoring companies describe impressive vetting processes and training programs for their tutors, who might be fantastic. I don’t know. In the California study, lead researcher Robinson noticed that online tutors could relieve teachers from having to answer every small question that students have so that they can spend time with students who need more help.\u003c/p>\n\u003cp>“I think there’s a place for this type of virtual on-demand tutoring,” said Robinson.\u003c/p>\n\u003cp>Cutler, Paper’s CEO, told me that some teachers are telling their students to submit their first drafts to a Paper tutor to work with students on revising their essays before turning them in. Using online tutors to build good editing habits sounds like a fantastic idea to me, but it might not help students make up for pandemic learning losses.\u003c/p>\n\u003cp>Meanwhile, the Aspire schools in California have reconsidered on-demand tutoring and many aren’t using it anymore. The schools that are have shifted to using the online tutors for special projects and as an additional resource when parents aren’t available for on-the-spot help with homework.\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it/\">\u003cem>on-demand tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Tutoring is by far the most effective way to help children catch up at school, according to rigorous research studies. The research community urged schools to spend a big chunk of their roughly $190 billion in federal pandemic recovery funds on what is called “high-dosage” tutoring. That means that students have tutoring sessions at least three times a week, working one-to-one with tutors or in very small groups with tutors using clear lesson plans, not just helping with homework.\u003c/p>\n\u003cp>Many schools embraced this sort of \u003ca href=\"https://www.future-ed.org/local-covid-relief-spending/\">frequent tutoring\u003c/a>. So far, we have a few preliminary data points, which, on the surface, can make it seem like tutoring is working quite well.\u003c/p>\n\u003cul>\n\u003cli>In Tennessee, 50,000 or roughly 5 percent of the state’s elementary and middle school students were assigned high-dosage tutoring during the 2021-22 school year. In June, the state reported huge academic gains for students throughout the state, hitting new \u003ca href=\"https://www.tn.gov/education/news/2022/6/14/tennessee-releases-2021-22-tcap-state-level-results-highlighting-significant-learning-acceleration-.html\">five-year records in reading achievement\u003c/a>. In math, students are on track to recover all of their pandemic learning losses within three years.\u003c/li>\n\u003cli>Amplify, a curriculum and assessment company that jumped into the tutoring business during the pandemic, said that roughly 60 percent of the students who received online tutoring at least twice a week in 2021-22 were making outsized gains in reading, compared with only about 40 percent of students who didn’t receive tutoring but were also well behind grade level at the start of the year.\u003c/li>\n\u003cli>Saga Education, a nonprofit tutoring company that focuses on ninth-grade algebra in low-income schools, reported that 78 percent of the more than 6,000 students it tutored across six cities passed their math classes in the spring of 2022.\u003c/li>\n\u003c/ul>\n\u003cp>All of this is good news, but none of these data points is proof that tutoring is working.\u003c/p>\n\u003cp>In Tennessee, the students who were targeted for tutoring – those who are significantly behind grade level – didn’t do as well as students overall. Indeed, the number of low-income children who fell “below basic” – the lowest category on the state’s annual proficiency tests – kept growing last year. In 2019, before the pandemic, 31 percent of Tennessee’s low-income students were reading on a “below basic” level. That number grew to 33 percent in 2021 and \u003ca href=\"https://www.tn.gov/content/dam/tn/education/press-releases/2021-22%20TCAP%20State-Level%20Results%20PPT.pdf\">hit 36 percent in 2022\u003c/a>.\u003c/p>\n\u003cp>This is evidence that Tennessee’s strong gains last year were driven more by other educational changes that helped top and middle students, who didn’t receive tutoring. Last year, for example, Tennessee \u003ca href=\"https://www.tn.gov/education/reading-360.html\">revamped the way it teaches reading\u003c/a> to all students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s possible that the 50,000 struggling students who received tutoring last year would be doing much worse without the extra instruction. Or, maybe it’s taking a while for schools to set up new tutoring programs, and it’s not yet showing big results. Brown University’s Matthew Kraft is studying tutoring efforts in Nashville to help answer these questions, but methodical research is slow.\u003c/p>\n\u003cp>“We need to be prepared for underwhelming results from tutoring operations,” said Kraft, who believes it will take time for schools to figure this out. “Changing educational systems at scale is hard.”\u003c/p>\n\u003cp>Meanwhile, tutoring companies are reporting impressive but unverified gains from students who are receiving frequent tutoring sessions. It can be unclear whether the students who show up day after day are more motivated and would have done just as well without the tutoring. While we wait for more rigorous results that compare students who did and didn’t receive tutoring – apples to apples – one troubling issue is already emerging: low participation or attendance rates.\u003c/p>\n\u003cp>In one large city, Amplify contracted to give almost 1,200 students tutoring sessions three times a week with a tutor delivering sessions over a video call, similar to Zoom. More than 100 kids never logged in to connect with a tutor online. Only 200 students – fewer than 20 percent – received at least two sessions a week throughout the school term. More than 80 percent received less, often far less.\u003c/p>\n\u003cp>I talked to a school administrator in another school district south of Fort Worth, Texas, who assigned 375 third graders across all 15 of his elementary schools to use Amplify tutors in the spring term. The Crowley school district especially wanted its lowest achieving third graders to receive tutoring because their first and second-grade years were so disrupted by the pandemic when they were just learning to read.\u003c/p>\n\u003cp>Tutoring sessions were supposed to take place during the school day, during a special half-hour class dedicated to extra catch-up instruction, but teachers had discretion over whether to get the computers out to connect students with their remote tutors. Overall, students attended only 46 percent of the sessions that were supposed to take place.\u003c/p>\n\u003cp>“Attendance has been a challenge,” said Crowley chief academic officer Nicholas Keith. “Some campuses bought into it. But it was hard for some to find time for the tutoring component.”\u003c/p>\n\u003cp>Teachers may have been hesitant to put their students in front of screens, Keith explained, and wanted to work with students directly themselves. At the same time, the district was plagued with many teacher absences as the virus variants surged through their community and substitute teachers often didn’t know they were supposed to set up the computers for tutoring.\u003c/p>\n\u003cp>Next year, Keith said he plans to continue the online tutoring only at the schools that were making good use of it. In some schools, more than 60 percent of the students attended on a regular basis and the teachers noticed progress in students’ reading abilities, Keith said.\u003c/p>\n\u003cp>Meanwhile, Saga, which tutored more than 6,000 ninth graders in math during the 2021-22 year, reported that students attended two thirds of their in-person daily sessions, on average, with attendance rates ranging from a high of 87 percent in Washington, D.C., to a low of 49 percent in Providence, Rhode Island. Among the 62 percent of its students who received at least 80 hours of tutoring, 87 percent passed their math classes this past spring.\u003c/p>\n\u003cp>Saga’s tutoring is a scheduled course during the school day called “math lab,” without other competing instructional activities at the same time. “The attendance rate is the same as a student’s school attendance rate,” said AJ Gutierrez, a co-founder of Saga.\u003c/p>\n\u003cp>An outside research firm, Mathematica, is currently studying Saga’s tutoring results during the pandemic, analyzing the tradeoff between larger tutoring groups and how much students gain from tutoring. Larger groups are more economical and reach more students.\u003c/p>\n\u003cp>The Tennessee Department of Education said it was seeing much lower attendance rates for tutoring sessions scheduled before and after school. Most schools, however, have opted to provide tutoring during the regular school day, the department said. “Tutors often pull students from their classrooms to ensure that students who are at school receive their tutoring session,” a spokesperson for the department explained by email.\u003c/p>\n\u003cp>Saga’s Gutierrez says he’s heard stories of after-school and summer programs failing to lure students to tutoring sessions with gift cards, movie passes and food. “I know of a principal in North Carolina who did everything above and more (i.e. added extra curricular activities) to get 100 students in his school to attend summer tutoring, but only ended up with 21,” Gutierrez said by email.\u003c/p>\n\u003cp>Tutoring was a big component of the 2001 No Child Left Behind law that aimed to lift the achievement of low-income children. But between poorly trained tutors and \u003ca href=\"https://www2.ed.gov/about/offices/list/oig/auditreports/fy2013/x42n0001.pdf\">outright embezzlement scandals\u003c/a>, it was \u003ca href=\"https://robertslavinsblog.wordpress.com/2021/02/11/avoiding-the-errors-of-supplemental-educational-services-ses/\">not a success\u003c/a>. This time around, many schools are trying to improve tutoring quality. But attendance is uneven.\u003c/p>\n\u003cp>One suggestion to help tutoring deliver on its promise comes from Bart Epstein, president of the EdTech Evidence Exchange, a nonprofit that aims to help schools make better decisions in buying education technology. He is also a former executive at tutor.com, a tutoring company. “No school district should be paying for tutoring if kids aren’t showing up,” Epstein said. “That’s ridiculous and wrong for so many reasons. Anyone who negotiates a contract that results in paying a tutoring organization for service for 1,100 students when only 200 receive service should be ashamed of themselves.”\u003c/p>\n\u003cp>“If you want tutoring companies to get kids to show up,” Epstein said, “structure their contracts so that they have the incentive to make that happen, even if it requires tutoring companies to hire caseworkers and social media people and customer service people who call parents, and meet with kids to find out what they need.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses/\">\u003cem>tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tutoring is by far the most effective way to help children catch up at school, according to rigorous research studies. The research community urged schools to spend a big chunk of their roughly $190 billion in federal pandemic recovery funds on what is called “high-dosage” tutoring. That means that students have tutoring sessions at least three times a week, working one-to-one with tutors or in very small groups with tutors using clear lesson plans, not just helping with homework.\u003c/p>\n\u003cp>Many schools embraced this sort of \u003ca href=\"https://www.future-ed.org/local-covid-relief-spending/\">frequent tutoring\u003c/a>. So far, we have a few preliminary data points, which, on the surface, can make it seem like tutoring is working quite well.\u003c/p>\n\u003cul>\n\u003cli>In Tennessee, 50,000 or roughly 5 percent of the state’s elementary and middle school students were assigned high-dosage tutoring during the 2021-22 school year. In June, the state reported huge academic gains for students throughout the state, hitting new \u003ca href=\"https://www.tn.gov/education/news/2022/6/14/tennessee-releases-2021-22-tcap-state-level-results-highlighting-significant-learning-acceleration-.html\">five-year records in reading achievement\u003c/a>. In math, students are on track to recover all of their pandemic learning losses within three years.\u003c/li>\n\u003cli>Amplify, a curriculum and assessment company that jumped into the tutoring business during the pandemic, said that roughly 60 percent of the students who received online tutoring at least twice a week in 2021-22 were making outsized gains in reading, compared with only about 40 percent of students who didn’t receive tutoring but were also well behind grade level at the start of the year.\u003c/li>\n\u003cli>Saga Education, a nonprofit tutoring company that focuses on ninth-grade algebra in low-income schools, reported that 78 percent of the more than 6,000 students it tutored across six cities passed their math classes in the spring of 2022.\u003c/li>\n\u003c/ul>\n\u003cp>All of this is good news, but none of these data points is proof that tutoring is working.\u003c/p>\n\u003cp>In Tennessee, the students who were targeted for tutoring – those who are significantly behind grade level – didn’t do as well as students overall. Indeed, the number of low-income children who fell “below basic” – the lowest category on the state’s annual proficiency tests – kept growing last year. In 2019, before the pandemic, 31 percent of Tennessee’s low-income students were reading on a “below basic” level. That number grew to 33 percent in 2021 and \u003ca href=\"https://www.tn.gov/content/dam/tn/education/press-releases/2021-22%20TCAP%20State-Level%20Results%20PPT.pdf\">hit 36 percent in 2022\u003c/a>.\u003c/p>\n\u003cp>This is evidence that Tennessee’s strong gains last year were driven more by other educational changes that helped top and middle students, who didn’t receive tutoring. Last year, for example, Tennessee \u003ca href=\"https://www.tn.gov/education/reading-360.html\">revamped the way it teaches reading\u003c/a> to all students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s possible that the 50,000 struggling students who received tutoring last year would be doing much worse without the extra instruction. Or, maybe it’s taking a while for schools to set up new tutoring programs, and it’s not yet showing big results. Brown University’s Matthew Kraft is studying tutoring efforts in Nashville to help answer these questions, but methodical research is slow.\u003c/p>\n\u003cp>“We need to be prepared for underwhelming results from tutoring operations,” said Kraft, who believes it will take time for schools to figure this out. “Changing educational systems at scale is hard.”\u003c/p>\n\u003cp>Meanwhile, tutoring companies are reporting impressive but unverified gains from students who are receiving frequent tutoring sessions. It can be unclear whether the students who show up day after day are more motivated and would have done just as well without the tutoring. While we wait for more rigorous results that compare students who did and didn’t receive tutoring – apples to apples – one troubling issue is already emerging: low participation or attendance rates.\u003c/p>\n\u003cp>In one large city, Amplify contracted to give almost 1,200 students tutoring sessions three times a week with a tutor delivering sessions over a video call, similar to Zoom. More than 100 kids never logged in to connect with a tutor online. Only 200 students – fewer than 20 percent – received at least two sessions a week throughout the school term. More than 80 percent received less, often far less.\u003c/p>\n\u003cp>I talked to a school administrator in another school district south of Fort Worth, Texas, who assigned 375 third graders across all 15 of his elementary schools to use Amplify tutors in the spring term. The Crowley school district especially wanted its lowest achieving third graders to receive tutoring because their first and second-grade years were so disrupted by the pandemic when they were just learning to read.\u003c/p>\n\u003cp>Tutoring sessions were supposed to take place during the school day, during a special half-hour class dedicated to extra catch-up instruction, but teachers had discretion over whether to get the computers out to connect students with their remote tutors. Overall, students attended only 46 percent of the sessions that were supposed to take place.\u003c/p>\n\u003cp>“Attendance has been a challenge,” said Crowley chief academic officer Nicholas Keith. “Some campuses bought into it. But it was hard for some to find time for the tutoring component.”\u003c/p>\n\u003cp>Teachers may have been hesitant to put their students in front of screens, Keith explained, and wanted to work with students directly themselves. At the same time, the district was plagued with many teacher absences as the virus variants surged through their community and substitute teachers often didn’t know they were supposed to set up the computers for tutoring.\u003c/p>\n\u003cp>Next year, Keith said he plans to continue the online tutoring only at the schools that were making good use of it. In some schools, more than 60 percent of the students attended on a regular basis and the teachers noticed progress in students’ reading abilities, Keith said.\u003c/p>\n\u003cp>Meanwhile, Saga, which tutored more than 6,000 ninth graders in math during the 2021-22 year, reported that students attended two thirds of their in-person daily sessions, on average, with attendance rates ranging from a high of 87 percent in Washington, D.C., to a low of 49 percent in Providence, Rhode Island. Among the 62 percent of its students who received at least 80 hours of tutoring, 87 percent passed their math classes this past spring.\u003c/p>\n\u003cp>Saga’s tutoring is a scheduled course during the school day called “math lab,” without other competing instructional activities at the same time. “The attendance rate is the same as a student’s school attendance rate,” said AJ Gutierrez, a co-founder of Saga.\u003c/p>\n\u003cp>An outside research firm, Mathematica, is currently studying Saga’s tutoring results during the pandemic, analyzing the tradeoff between larger tutoring groups and how much students gain from tutoring. Larger groups are more economical and reach more students.\u003c/p>\n\u003cp>The Tennessee Department of Education said it was seeing much lower attendance rates for tutoring sessions scheduled before and after school. Most schools, however, have opted to provide tutoring during the regular school day, the department said. “Tutors often pull students from their classrooms to ensure that students who are at school receive their tutoring session,” a spokesperson for the department explained by email.\u003c/p>\n\u003cp>Saga’s Gutierrez says he’s heard stories of after-school and summer programs failing to lure students to tutoring sessions with gift cards, movie passes and food. “I know of a principal in North Carolina who did everything above and more (i.e. added extra curricular activities) to get 100 students in his school to attend summer tutoring, but only ended up with 21,” Gutierrez said by email.\u003c/p>\n\u003cp>Tutoring was a big component of the 2001 No Child Left Behind law that aimed to lift the achievement of low-income children. But between poorly trained tutors and \u003ca href=\"https://www2.ed.gov/about/offices/list/oig/auditreports/fy2013/x42n0001.pdf\">outright embezzlement scandals\u003c/a>, it was \u003ca href=\"https://robertslavinsblog.wordpress.com/2021/02/11/avoiding-the-errors-of-supplemental-educational-services-ses/\">not a success\u003c/a>. This time around, many schools are trying to improve tutoring quality. But attendance is uneven.\u003c/p>\n\u003cp>One suggestion to help tutoring deliver on its promise comes from Bart Epstein, president of the EdTech Evidence Exchange, a nonprofit that aims to help schools make better decisions in buying education technology. He is also a former executive at tutor.com, a tutoring company. “No school district should be paying for tutoring if kids aren’t showing up,” Epstein said. “That’s ridiculous and wrong for so many reasons. Anyone who negotiates a contract that results in paying a tutoring organization for service for 1,100 students when only 200 receive service should be ashamed of themselves.”\u003c/p>\n\u003cp>“If you want tutoring companies to get kids to show up,” Epstein said, “structure their contracts so that they have the incentive to make that happen, even if it requires tutoring companies to hire caseworkers and social media people and customer service people who call parents, and meet with kids to find out what they need.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses/\">\u003cem>tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"title": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Help Students Succeed in Algebra 1 This Year",
"title": "How to Help Students Succeed in Algebra 1 This Year",
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"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More Counselors, Summer School And Other Bold Ideas To Help Students Catch Up",
"title": "More Counselors, Summer School And Other Bold Ideas To Help Students Catch Up",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It's been 11 months since schools first shut down across the country and around the world.\u003c/p>\n\u003cp>And most students in the U.S. are still experiencing disruptions to their learning — going into the classroom only a few days a week or not at all.\u003c/p>\n\u003cp>To respond to this disruption, education leaders are calling for a reinvention of public education on the order of the \u003ca href=\"https://www.npr.org/2019/09/06/758392077/episode-938-the-marshall-plan\">Marshall Plan\u003c/a>, the massive U.S. initiative to rebuild Western Europe after the devastations of World War II.\u003c/p>\n\u003cp>It won't be cheap, they say. The White House has\u003ca href=\"https://edlabor.house.gov/imo/media/doc/2021-02-08%20FY21%20Budget%20Reconciliation%20Section%20by%20Section.pdf\"> put forward \u003c/a>a plan that includes $130 billion in aid for K-12 schools. \u003ca href=\"https://www.erstrategies.org/cms/files/4699-cost-of-covid-paper-final.pdf\">One estimate \u003c/a>puts the full cost of recovery even higher: $12,000 per student over five years, about a 20% increase in spending for large districts.\u003c/p>\n\u003cp>But those in the education world say it would be more expensive \u003cem>not\u003c/em> to fix this.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The data on the amount of unfinished instruction that students will have from school closures is just so significant, particularly for our most vulnerable students,\" argues Allison Socol of the Education Trust, which advocates for academic achievement and equity. \"We're really talking about this as a five- or 10-year plan.\"\u003c/p>\n\u003cp>Education experts, parents and students are thinking about what is going to be necessary to recover — and at the same time the things that are not worth returning to. Here are four key ideas.\u003c/p>\n\u003ch2>\u003cstrong>1. \"Acceleration academies\" — aka summer school\u003c/strong>\u003c/h2>\n\u003cp>For students who have missed significant learning over the past year, there is one opportunity for them to make up some of that lost time.\u003c/p>\n\u003cp>\"We're talking about summer school,\" says Keri Rodrigues, the co-founder of the National Parents Union, one of the groups invited to meet with Biden's transition team to talk about priorities for children. One of their top asks is extra learning time for students who have fallen behind.\u003c/p>\n\u003cp>\"We're talking about ending this idea that the school year ends in June this year. It should not,\" she told NPR. \"If June is when every K-12 educator gets vaccinated, guess what, July 1st is the first day of school.\"\u003c/p>\n\u003cp>Some small, pilot programs that supported \u003ca href=\"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so\">student learning\u003c/a> this past summer found success, such as the \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">National Summer School Initiative\u003c/a>, (which used certified teachers), \u003ca href=\"https://www.springboardcollaborative.org/case-study-baltimore-city-public-schools-springboard-support-learning-at-home/\">Springboard Collaborative\u003c/a>, (which enlists parents as coaches) and the \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub-2/\">Oakland REACH\u003c/a> (which had staff and volunteers). The White House proposal specifically mentions that K-12 schools would be able to use aid for \"summer school or other support for students that will help make up lost learning time this year.\"\u003c/p>\n\u003ch2>\u003cstrong>2. Tutoring\u003c/strong>\u003c/h2>\n\u003cp>Robert Slavin has investigated many of the potential solutions that are on the table to help students recover learning. He's the director of the Center for Research and Reform in Education at Johns Hopkins University.\u003c/p>\n\u003cp>\"We've looked at all different kinds of things,\" he says, \"summer school, after school, extended day. ... And what's striking is that tutoring gets far bigger impacts than any of those other kinds of interventions.\"\u003c/p>\n\u003cp>But not just any tutoring. Models that have been validated by research include careful training and support for tutors, plus software or other materials; a total of at least 60 sessions, three to five days a week; and groups of no more than four students to a tutor. Most of the evidence backs this kind of tutoring to help readers in elementary school, with some in math as well.\u003c/p>\n\u003cp>The programs Slavin says are well documented and could be scaled up are : \u003ca href=\"https://readingrecovery.org/reading-recovery/teaching-children/basic-facts/\">Reading Recovery\u003c/a>, \u003ca href=\"https://www.voyagersopris.com/literacy/sound-partners/overview\">Sound Partners\u003c/a>, \u003ca href=\"https://www.savvas.com/index.cfm?locator=PS15K4\">QuickReads\u003c/a>, \u003ca href=\"https://www.fountasandpinnell.com/lli/\">Leveled Literacy Intervention\u003c/a>, and the \u003ca href=\"https://www.readingandmath.net/\">Minnesota Reading and Math Corps\u003c/a>.\u003c/p>\n\u003cp>Most of these programs can be run successfully with trained teaching assistants who aren't necessarily certified teachers. Slavin likes the idea of creating a federal jobs program for tutors who are recent graduates, potentially an extension of AmeriCorps.\u003c/p>\n\u003ch2>\u003cstrong>3. Safer and more equitable schools; \"Never going to go back to normal\" \u003c/strong>\u003c/h2>\n\u003cp>Making sure every child can read and do math is not the only purpose of school.\u003c/p>\n\u003cp>After a year that saw a surge in child hunger, a mass racial uprising and an attempted insurrection, parent and student groups said they want schools to become more safe, supportive and just.\u003c/p>\n\u003cp>This encompasses many things: support for mental health and needed accommodations, strong relationships with caring adults. Biden's rescue package currently includes funds for hiring more school counselors and for expanding the \"community schools\" model where schools are set up to connect families with housing help and other social services.\u003c/p>\n\u003cp>And, students are asking for different content in the classroom. An organization called \u003ca href=\"https://www.stuvoice.org/about\">Student Voice\u003c/a> has been holding virtual listening sessions with high school students. Maya Green, 19, has conducted some of the sessions. She said, \"A lot of students spoke for the desire for a decolonization of school curricula: speaking to the real and often violent history of America, encouraging empathy in learning and really just celebrating the diverse experiences and diverse identities of students.\"\u003c/p>\n\u003cp>Jenna Yuan, 18 and also with Student Voice, noted that students are living through a tumultuous period in history. \"Regardless of whether they return to the school building or they continue to be online,\" Yuan says, \"their school experience is never going to go back to normal, nor was normal something that worked for all students even before the pandemic. \"\u003c/p>\n\u003cp>Rodrigues says that, based on her organization's polling, parents feel the same way: \"Every single month since April,\" by a 2 to 1 ratio, she says, parents have sent a consistent message: \"They're not interested in putting their kids back in the same status quo.\"\u003c/p>\n\u003ch2>4. \u003cstrong> Invest in a Moon Shot \u003c/strong>\u003c/h2>\n\u003cp>\"Tutoring and summer learning are not magic pixie dust,\" cautions Socol, at EdTrust. She says if these endeavors are to work, they need a big commitment. \"There is evidence that they work, but ... they're going to need to be at the federal level or state level, with [significant] investments and quality safeguards.\"\u003c/p>\n\u003cp>Speaking of pixie dust, Mark Schneider at the Department of Education's Institute of Education Sciences thinks the U.S. needs a lot more investment in research and evaluation of what really works in education. Artificial intelligence-based tutoring software and other high-tech ed-tech applications, he says, have disappointing and inconsistent results. \"On average, the effect size is zero.\" And with all this new federal investment, \"What I'm worried about is if we spend five billion dollars on massive tutoring, we're not setting up an evaluation system--so that we actually start learning which tutoring programs work for, say, black kids in Philadelphia, for Hispanic kids in Brownsville.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He proposes a federal Advanced Research Projects Agency for education — like \u003ca href=\"https://www.npr.org/2017/03/28/521779864/inside-darpa-the-pentagon-agency-whose-technology-has-changed-the-world\">DARPA\u003c/a>, in the Defense Department, which invests in cutting-edge research for national security. In fact, his office has a\u003ca href=\"https://fyi.coe.uga.edu/2020-12-ies-announces-transformative-research-in-the-education-sciences-grants-program/#:~:text=Through%20the%20Transformative%20Research%20in,education%20practice%20or%20policy%2C%20or\"> grant out right now\u003c/a> of up to $3 million for \"transformative research in the education sciences.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Keep+Schools+Open+All+Summer%2C+And+Other+Bold+Ideas+To+Help+Kids+Catch+Up&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's been 11 months since schools first shut down across the country and around the world.\u003c/p>\n\u003cp>And most students in the U.S. are still experiencing disruptions to their learning — going into the classroom only a few days a week or not at all.\u003c/p>\n\u003cp>To respond to this disruption, education leaders are calling for a reinvention of public education on the order of the \u003ca href=\"https://www.npr.org/2019/09/06/758392077/episode-938-the-marshall-plan\">Marshall Plan\u003c/a>, the massive U.S. initiative to rebuild Western Europe after the devastations of World War II.\u003c/p>\n\u003cp>It won't be cheap, they say. The White House has\u003ca href=\"https://edlabor.house.gov/imo/media/doc/2021-02-08%20FY21%20Budget%20Reconciliation%20Section%20by%20Section.pdf\"> put forward \u003c/a>a plan that includes $130 billion in aid for K-12 schools. \u003ca href=\"https://www.erstrategies.org/cms/files/4699-cost-of-covid-paper-final.pdf\">One estimate \u003c/a>puts the full cost of recovery even higher: $12,000 per student over five years, about a 20% increase in spending for large districts.\u003c/p>\n\u003cp>But those in the education world say it would be more expensive \u003cem>not\u003c/em> to fix this.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The data on the amount of unfinished instruction that students will have from school closures is just so significant, particularly for our most vulnerable students,\" argues Allison Socol of the Education Trust, which advocates for academic achievement and equity. \"We're really talking about this as a five- or 10-year plan.\"\u003c/p>\n\u003cp>Education experts, parents and students are thinking about what is going to be necessary to recover — and at the same time the things that are not worth returning to. Here are four key ideas.\u003c/p>\n\u003ch2>\u003cstrong>1. \"Acceleration academies\" — aka summer school\u003c/strong>\u003c/h2>\n\u003cp>For students who have missed significant learning over the past year, there is one opportunity for them to make up some of that lost time.\u003c/p>\n\u003cp>\"We're talking about summer school,\" says Keri Rodrigues, the co-founder of the National Parents Union, one of the groups invited to meet with Biden's transition team to talk about priorities for children. One of their top asks is extra learning time for students who have fallen behind.\u003c/p>\n\u003cp>\"We're talking about ending this idea that the school year ends in June this year. It should not,\" she told NPR. \"If June is when every K-12 educator gets vaccinated, guess what, July 1st is the first day of school.\"\u003c/p>\n\u003cp>Some small, pilot programs that supported \u003ca href=\"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so\">student learning\u003c/a> this past summer found success, such as the \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">National Summer School Initiative\u003c/a>, (which used certified teachers), \u003ca href=\"https://www.springboardcollaborative.org/case-study-baltimore-city-public-schools-springboard-support-learning-at-home/\">Springboard Collaborative\u003c/a>, (which enlists parents as coaches) and the \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub-2/\">Oakland REACH\u003c/a> (which had staff and volunteers). The White House proposal specifically mentions that K-12 schools would be able to use aid for \"summer school or other support for students that will help make up lost learning time this year.\"\u003c/p>\n\u003ch2>\u003cstrong>2. Tutoring\u003c/strong>\u003c/h2>\n\u003cp>Robert Slavin has investigated many of the potential solutions that are on the table to help students recover learning. He's the director of the Center for Research and Reform in Education at Johns Hopkins University.\u003c/p>\n\u003cp>\"We've looked at all different kinds of things,\" he says, \"summer school, after school, extended day. ... And what's striking is that tutoring gets far bigger impacts than any of those other kinds of interventions.\"\u003c/p>\n\u003cp>But not just any tutoring. Models that have been validated by research include careful training and support for tutors, plus software or other materials; a total of at least 60 sessions, three to five days a week; and groups of no more than four students to a tutor. Most of the evidence backs this kind of tutoring to help readers in elementary school, with some in math as well.\u003c/p>\n\u003cp>The programs Slavin says are well documented and could be scaled up are : \u003ca href=\"https://readingrecovery.org/reading-recovery/teaching-children/basic-facts/\">Reading Recovery\u003c/a>, \u003ca href=\"https://www.voyagersopris.com/literacy/sound-partners/overview\">Sound Partners\u003c/a>, \u003ca href=\"https://www.savvas.com/index.cfm?locator=PS15K4\">QuickReads\u003c/a>, \u003ca href=\"https://www.fountasandpinnell.com/lli/\">Leveled Literacy Intervention\u003c/a>, and the \u003ca href=\"https://www.readingandmath.net/\">Minnesota Reading and Math Corps\u003c/a>.\u003c/p>\n\u003cp>Most of these programs can be run successfully with trained teaching assistants who aren't necessarily certified teachers. Slavin likes the idea of creating a federal jobs program for tutors who are recent graduates, potentially an extension of AmeriCorps.\u003c/p>\n\u003ch2>\u003cstrong>3. Safer and more equitable schools; \"Never going to go back to normal\" \u003c/strong>\u003c/h2>\n\u003cp>Making sure every child can read and do math is not the only purpose of school.\u003c/p>\n\u003cp>After a year that saw a surge in child hunger, a mass racial uprising and an attempted insurrection, parent and student groups said they want schools to become more safe, supportive and just.\u003c/p>\n\u003cp>This encompasses many things: support for mental health and needed accommodations, strong relationships with caring adults. Biden's rescue package currently includes funds for hiring more school counselors and for expanding the \"community schools\" model where schools are set up to connect families with housing help and other social services.\u003c/p>\n\u003cp>And, students are asking for different content in the classroom. An organization called \u003ca href=\"https://www.stuvoice.org/about\">Student Voice\u003c/a> has been holding virtual listening sessions with high school students. Maya Green, 19, has conducted some of the sessions. She said, \"A lot of students spoke for the desire for a decolonization of school curricula: speaking to the real and often violent history of America, encouraging empathy in learning and really just celebrating the diverse experiences and diverse identities of students.\"\u003c/p>\n\u003cp>Jenna Yuan, 18 and also with Student Voice, noted that students are living through a tumultuous period in history. \"Regardless of whether they return to the school building or they continue to be online,\" Yuan says, \"their school experience is never going to go back to normal, nor was normal something that worked for all students even before the pandemic. \"\u003c/p>\n\u003cp>Rodrigues says that, based on her organization's polling, parents feel the same way: \"Every single month since April,\" by a 2 to 1 ratio, she says, parents have sent a consistent message: \"They're not interested in putting their kids back in the same status quo.\"\u003c/p>\n\u003ch2>4. \u003cstrong> Invest in a Moon Shot \u003c/strong>\u003c/h2>\n\u003cp>\"Tutoring and summer learning are not magic pixie dust,\" cautions Socol, at EdTrust. She says if these endeavors are to work, they need a big commitment. \"There is evidence that they work, but ... they're going to need to be at the federal level or state level, with [significant] investments and quality safeguards.\"\u003c/p>\n\u003cp>Speaking of pixie dust, Mark Schneider at the Department of Education's Institute of Education Sciences thinks the U.S. needs a lot more investment in research and evaluation of what really works in education. Artificial intelligence-based tutoring software and other high-tech ed-tech applications, he says, have disappointing and inconsistent results. \"On average, the effect size is zero.\" And with all this new federal investment, \"What I'm worried about is if we spend five billion dollars on massive tutoring, we're not setting up an evaluation system--so that we actually start learning which tutoring programs work for, say, black kids in Philadelphia, for Hispanic kids in Brownsville.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
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