How can tutors reach more kids? Researchers look to ed tech paired with human tutors
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Researchers look to ed tech paired with human tutors","publishDate":1682935257,"format":"standard","headTitle":"How can tutors reach more kids? Researchers look to ed tech paired with human tutors | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">One of the few replicated findings in education research is that daily, individualized tutoring during the school day \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">really helps kids catch up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academically. The problem is that this kind of frequent tutoring is very expensive and it’s impossible to hire enough tutors for the millions of American public school students who need help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, educational software could be a cheaper alternative. Studies have shown that computerized tutoring systems, where algorithms guide students through lessons tailored to their individual needs, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01443410.2018.1495829\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">can be effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when kids use them. But kids are tired of learning over screens and the kids who are the most behind at school are the least likely to have the motivation to learn independently this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you were to marry humans with technology? Could you substitute some of the tutoring time with time on ed tech without sacrificing how much students learn? That’s exactly what a team of University of Chicago researchers tried with 1,000 students in six high schools in Chicago and New York City. This \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blend of tutors and technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yielded results in ninth grade algebra equivalent to daily human tutoring alone at a much lower cost: $2,000 per student versus $3,000.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You really need to get kids to like practicing math and that’s what the tutors do,” said Monica Bhatt, senior research director of Education Lab, a research center at the University of Chicago, who led \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">(The study was funded by both the Overdeck Family Foundation and Arnold Ventures; both foundations are among the many funders of The Hechinger Report.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study has not been published or peer reviewed, but I heard Bhatt present her team’s findings at a briefing in New York City on April 26, 2023. I thought it was worth writing about this research because it shows one approach to bringing tutoring to more students. That’s a matter of current urgency given how far behind grade level so many students have fallen during the pandemic. And ninth grade algebra is such an important milestone. Students who fail it are \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1013968\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five times more likely to drop out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to one estimate.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is just one study with only a year or so of evidence. Bhatt says there’s a lot that researchers still need to figure out about mixing human tutors and technology to reduce costs without losing potency. This particular study had tutors working with students in a one-to-four ratio five days a week while using ed tech half the time. But $2,000 per student remains prohibitively expensive for most public schools, especially after $122 billion in federal pandemic recovery funds run out in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt is now studying how to further increase student-to-tutor ratios and time on ed tech to lower costs even more. She suspects that time needed with a human tutor varies by student and is currently partnering with schools in Illinois, Georgia and New Mexico to identify which students need more human attention and which need less. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt uses a metaphor of training for a 5K race. Most people can run this distance if they train in incremental baby steps. “If you showed up at my house every single day, watched me lace up my running shoes and ran with me, then I could definitely do it,” said Bhatt. “And there are some kids, you can just say, ‘Here’s the training schedule, please follow it.’ And that will work for them.” Bhatt is trying to figure out how much personal training each kid needs in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another tutoring researcher, Philip Oreopoulos at the University of Toronto, is studying whether once-a-week Zoom tutoring sessions at home are sufficient for some students when combined with practice problems from Khan Academy, a nonprofit organization that provides free online learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oreopoulos thinks the amount of tutoring a child needs might depend both on the child and the classroom teacher. In a separate study, Oreopoulos paired coaches with elementary and middle school teachers to help them differentiate instruction in their classrooms and assign different practice problems to different students on the Khan Academy website. He found that some teachers were far more successful at motivating students to do the practice work and their students’ math achievement gains were as strong as those seen in tutoring studies. Meanwhile, similar students taught by other teachers were less motivated to do the practice work. These students might need tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current University of Chicago study, researchers set up a tutoring lottery for almost all the ninth graders in six low-income schools, two in Chicago and four in New York City. (Roughly 10% of the students had severe disabilities or extreme absenteeism – attending school less than 25% of the time – and were excluded from the study.) A thousand students “won” the math lottery and were given an extra math class each day operated by the nonprofit tutoring organization Saga Education, whose tutoring program has produced \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strong results for students in several well-designed research studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A thousand students “lost” the lottery and had another elective scheduled during this period. Everyone, both winners and losers, had a regular algebra class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the extra math block, about five or so tutors sat at tables in an ordinary classroom, each working with four students. The tutors worked closely with two students at a time using the Saga math curriculum, while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring that the ALEKS kids were on task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experiment started in the 2018-2019 school year and at the end of the year, the students who had this extra math block learned more than twice the amount of math than lottery losers who didn’t have this tutoring-and-ed-tech experience. More surprising, the math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. In addition to higher scores on year-end math tests, students who received the extra math block also had higher math grades (by a fifth of a letter grade) and lower rates of failure in their algebra class. “It was remarkable,” Bhatt said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A principal of one of the schools in the study, the High School of Fashion Industries in Manhattan, spoke at the briefing and said he continues to use Saga tutors, paying part of the tab from his own budget now that the study is over. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One thing that they always survey students on is ‘Do you have an adult in the building that you can confide in and trust?’ You can’t underrate having that one ally in the building,” said Daryl Blank, the high school principal. “A lot of times for Saga students, it’s the Saga tutor who’s in that room, because they’re not just teaching them the math, the algebra, they’re just sort of looking out for them, cheering for them as an ally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study was supposed to extend for two years, but the pandemic hit in the middle of the 2019-2020 school year and the experiment was cut short. Before schools closed, Bhatt said that midyear math grades were again higher among a second cohort of ninth grade students who had the extra math block. No standardized math assessments were administered that spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have a jaundiced view of ed tech, based on the sheer number of studies that have shown null or very tiny results for students. I am concerned about replacing time with teachers and interacting with classmates with time staring at a computer screen with headphones in our own private bubbles. Maybe there is wisdom in incorporating work periods into the school day, when students do their practice work under the guidance of tutors and machines. But I’d hate to lose art and other electives to make room for it. These are tough decisions for school leaders to make.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-can-tutors-reach-more-kids-researchers-look-to-ed-tech/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring and ed tech\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"In a University of Chicago study, a blend of tutors and technology during the school day yielded results in ninth grade algebra equivalent to daily human tutoring alone at a lower cost.","status":"publish","parent":0,"modified":1682720692,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1471},"headData":{"title":"How can tutors reach more kids? Researchers look to ed tech paired with human tutors | KQED","description":"A blend of tutors and technology during the school day yielded results in ninth grade algebra equivalent to daily human tutoring alone at a lower cost.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How can tutors reach more kids? Researchers look to ed tech paired with human tutors","datePublished":"2023-05-01T10:00:57.000Z","dateModified":"2023-04-28T22:24:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the few replicated findings in education research is that daily, individualized tutoring during the school day \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">really helps kids catch up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academically. The problem is that this kind of frequent tutoring is very expensive and it’s impossible to hire enough tutors for the millions of American public school students who need help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, educational software could be a cheaper alternative. Studies have shown that computerized tutoring systems, where algorithms guide students through lessons tailored to their individual needs, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01443410.2018.1495829\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">can be effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when kids use them. But kids are tired of learning over screens and the kids who are the most behind at school are the least likely to have the motivation to learn independently this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you were to marry humans with technology? Could you substitute some of the tutoring time with time on ed tech without sacrificing how much students learn? That’s exactly what a team of University of Chicago researchers tried with 1,000 students in six high schools in Chicago and New York City. This \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blend of tutors and technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yielded results in ninth grade algebra equivalent to daily human tutoring alone at a much lower cost: $2,000 per student versus $3,000.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You really need to get kids to like practicing math and that’s what the tutors do,” said Monica Bhatt, senior research director of Education Lab, a research center at the University of Chicago, who led \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">(The study was funded by both the Overdeck Family Foundation and Arnold Ventures; both foundations are among the many funders of The Hechinger Report.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study has not been published or peer reviewed, but I heard Bhatt present her team’s findings at a briefing in New York City on April 26, 2023. I thought it was worth writing about this research because it shows one approach to bringing tutoring to more students. That’s a matter of current urgency given how far behind grade level so many students have fallen during the pandemic. And ninth grade algebra is such an important milestone. Students who fail it are \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1013968\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five times more likely to drop out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to one estimate.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is just one study with only a year or so of evidence. Bhatt says there’s a lot that researchers still need to figure out about mixing human tutors and technology to reduce costs without losing potency. This particular study had tutors working with students in a one-to-four ratio five days a week while using ed tech half the time. But $2,000 per student remains prohibitively expensive for most public schools, especially after $122 billion in federal pandemic recovery funds run out in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt is now studying how to further increase student-to-tutor ratios and time on ed tech to lower costs even more. She suspects that time needed with a human tutor varies by student and is currently partnering with schools in Illinois, Georgia and New Mexico to identify which students need more human attention and which need less. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt uses a metaphor of training for a 5K race. Most people can run this distance if they train in incremental baby steps. “If you showed up at my house every single day, watched me lace up my running shoes and ran with me, then I could definitely do it,” said Bhatt. “And there are some kids, you can just say, ‘Here’s the training schedule, please follow it.’ And that will work for them.” Bhatt is trying to figure out how much personal training each kid needs in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another tutoring researcher, Philip Oreopoulos at the University of Toronto, is studying whether once-a-week Zoom tutoring sessions at home are sufficient for some students when combined with practice problems from Khan Academy, a nonprofit organization that provides free online learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oreopoulos thinks the amount of tutoring a child needs might depend both on the child and the classroom teacher. In a separate study, Oreopoulos paired coaches with elementary and middle school teachers to help them differentiate instruction in their classrooms and assign different practice problems to different students on the Khan Academy website. He found that some teachers were far more successful at motivating students to do the practice work and their students’ math achievement gains were as strong as those seen in tutoring studies. Meanwhile, similar students taught by other teachers were less motivated to do the practice work. These students might need tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current University of Chicago study, researchers set up a tutoring lottery for almost all the ninth graders in six low-income schools, two in Chicago and four in New York City. (Roughly 10% of the students had severe disabilities or extreme absenteeism – attending school less than 25% of the time – and were excluded from the study.) A thousand students “won” the math lottery and were given an extra math class each day operated by the nonprofit tutoring organization Saga Education, whose tutoring program has produced \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strong results for students in several well-designed research studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A thousand students “lost” the lottery and had another elective scheduled during this period. Everyone, both winners and losers, had a regular algebra class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the extra math block, about five or so tutors sat at tables in an ordinary classroom, each working with four students. The tutors worked closely with two students at a time using the Saga math curriculum, while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring that the ALEKS kids were on task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experiment started in the 2018-2019 school year and at the end of the year, the students who had this extra math block learned more than twice the amount of math than lottery losers who didn’t have this tutoring-and-ed-tech experience. More surprising, the math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. In addition to higher scores on year-end math tests, students who received the extra math block also had higher math grades (by a fifth of a letter grade) and lower rates of failure in their algebra class. “It was remarkable,” Bhatt said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A principal of one of the schools in the study, the High School of Fashion Industries in Manhattan, spoke at the briefing and said he continues to use Saga tutors, paying part of the tab from his own budget now that the study is over. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One thing that they always survey students on is ‘Do you have an adult in the building that you can confide in and trust?’ You can’t underrate having that one ally in the building,” said Daryl Blank, the high school principal. “A lot of times for Saga students, it’s the Saga tutor who’s in that room, because they’re not just teaching them the math, the algebra, they’re just sort of looking out for them, cheering for them as an ally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study was supposed to extend for two years, but the pandemic hit in the middle of the 2019-2020 school year and the experiment was cut short. Before schools closed, Bhatt said that midyear math grades were again higher among a second cohort of ninth grade students who had the extra math block. No standardized math assessments were administered that spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have a jaundiced view of ed tech, based on the sheer number of studies that have shown null or very tiny results for students. I am concerned about replacing time with teachers and interacting with classmates with time staring at a computer screen with headphones in our own private bubbles. Maybe there is wisdom in incorporating work periods into the school day, when students do their practice work under the guidance of tutors and machines. But I’d hate to lose art and other electives to make room for it. These are tough decisions for school leaders to make.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-can-tutors-reach-more-kids-researchers-look-to-ed-tech/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring and ed tech\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors","authors":["byline_mindshift_61543"],"categories":["mindshift_21504"],"tags":["mindshift_962","mindshift_21413","mindshift_20875"],"featImg":"mindshift_61547","label":"mindshift"},"mindshift_55752":{"type":"posts","id":"mindshift_55752","meta":{"index":"posts_1591205157","site":"mindshift","id":"55752","score":null,"sort":[1587368535000]},"guestAuthors":[],"slug":"a-school-transformed-from-one-of-nycs-worst-to-one-of-its-best-then-coronavirus-happened","title":"A School Transformed From One of NYC's Worst to One of Its Best; Then Coronavirus Happened","publishDate":1587368535,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/everything-they-need-the-six-elements-that-transformed-a-school-from-one-of-new-york-citys-worst-to-one-of-its-best/\">\u003cem>Framework for Great Schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\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\u003cp>NEW YORK — When the mayor ordered New York City public schools to close in March to slow the spread of the coronavirus, Daniel Russo broke into tears. Ninety-six percent of children at the Walton Avenue School, a K-5 school in the Bronx he’d founded in 2013, face economic hardship, and about a third are homeless. Recently, Russo had seen a little boy wrapping up some of his school lunch. The boy explained he was taking the rest home for his father.\u003c/p>\n\u003cp>The closure meant kids would be out of class and have to survive for weeks on bagged lunches. But it was more than that. “I’m thinking about the kids who are at the door at 6:45 every morning,” he said, “looking for an adult who cares about them.”\u003c/p>\n\u003cp>Walton Avenue is what’s known as a “community school,” where educators believe that meeting students’ basic needs is as much of a necessity as teaching them to read — that, in fact, the former is a prerequisite for the latter. As districts across the country shut down in response to the coronavirus pandemic, students at community schools are losing a lot more than their classes.\u003c/p>\n\u003cp>Community schools are based on research showing that what happens in children’s out-of-school lives can impact their education as much as or even more than what happens in school. Their premise is simple: By partnering with families and community-based organizations, community schools tackle challenges like hunger and homelessness and seek to support students’ mental and physical health. This, they hope, will let kids focus and excel in the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are now more than 5,000 community schools nationwide, according to a recent RAND Corporation report. The largest cohort is in New York City, where more than 250 have been launched since Mayor Bill de Blasio took office.\u003c/p>\n\u003cp>But outcomes for these schools \u003ca href=\"https://www.rand.org/pubs/research_reports/RR3245.html\">have been mixed\u003c/a>: New York’s community schools have shown improvement in attendance, grade progression and graduation rates, but limited growth in math, marginal improvement in school climate and culture and no statistically significant growth in reading, according to the RAND study of 113 of the city’s community schools. And, while other researchers have \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf\">concluded\u003c/a> that “well-implemented” community schools can improve student outcomes, the model is not always implemented well.\u003c/p>\n\u003cp>The Walton Avenue School is among a few that have thrived across the board. Though the school has \u003ca href=\"https://tools.nycenet.edu/dashboard/#dbn=09X294&report_type=EMS&view=City\">higher percentages\u003c/a> of students with disabilities and English Language Learners than city averages, it has transformed one of the worst-performing campuses in the city into \u003ca href=\"https://www.wsj.com/articles/how-one-new-york-city-principal-is-trying-to-transform-a-school-1525262401\">one of its highest-impact public school\u003c/a>s, according to \u003ca href=\"https://tools.nycenet.edu/dashboard/#dbn=09X294&report_type=EMS&view=City\">city data\u003c/a> that compares the academic results of similar students at other schools.\u003c/p>\n\u003cp>Russo attributes the success to a simple checklist: The New York City Department of Education’s Framework for Great Schools. Posters listing its \u003ca href=\"https://www.schools.nyc.gov/about-us/vision-and-mission/framework-for-great-schools\">six elements\u003c/a>, which are \u003ca href=\"https://consortium.uchicago.edu/sites/default/files/2018-10/9954essentialsupports_onepager_final-2.pdf\">derived from\u003c/a> research by the University of Chicago Consortium on School Research, are ubiquitous on the campus. Three of the elements are ideas that community schools embrace by design: “strong family-community ties,” “trust,” and a “supportive environment.” Two are ideas that many in education have adopted as common sense: “rigorous instruction” and “collaborative teaching.”\u003c/p>\n\u003cp>Russo himself has embodied the sixth: “effective school leadership.” Research has long confirmed that a talented principal is critical for \u003ca href=\"https://www.naesp.org/sites/default/files/LeadershipMatters.pdf\">improving student achievement\u003c/a>. It isn’t always easy to find someone who is both a visionary and stubbornly attuned to the nitty-gritty details, including what kids eat for lunch. But it also isn’t clear that a relentless style like Russo’s is sustainable.\u003c/p>\n\u003cp>His husband told me he worried about Russo’s high blood pressure. Russo rarely sits or stands still. He doesn’t eat or drink much. He wakes up early and works late. Last year, when the Board of Elections switched its usual polling place for an upcoming local race from the Walton Avenue School’s gym to its cafeteria, Russo worked the phones for days to get the election site moved back to the gym. If students weren’t allowed in the cafeteria, they wouldn’t have access to the school’s freshly cooked free lunches. They would receive cold, bagged lunches instead.\u003c/p>\n\u003cp>“My parent community can and will mobilize around things that are important to them,” he said. “This is important to them. And it’s important to me.”\u003c/p>\n\u003cp>Now, with students out of class indefinitely, the school’s healthy hot meals are just one of many supports kids will have to do without.\u003c/p>\n\u003cfigure id=\"attachment_55755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Delis DeLeon teaches fourth grade math at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before Principal Russo opened the Walton Avenue School, its predecessor, P.S. 64, served the predominantly black and Latinx Mount Eden neighborhood, which begins a few blocks northeast of Yankee Stadium in the Bronx. In the 1980s, district school board members were accused of holding cocaine-fueled parties at the school on Friday nights. In the ’90s, the principal got into a fistfight with one of his own teachers during the school day.\u003c/p>\n\u003cp>Parents in the surrounding New Settlement Apartments \u003ca href=\"https://www.bing.com/videos/search?q=parent+power+video&view=detail&mid=450523F71F0F09BA93D1450523F71F0F09BA93D1&FORM=VIRE\">began organizing to improve the school in 1996\u003c/a>. They formed the New Settlement Parent Action Committee (PAC) and confronted New York City’s schools chancellor with dead flowers meant to symbolize their poorly educated children. They showed up outside his successor’s office with hundreds of brightly colored balloons, drawing the attention of the press and forcing a meeting. They donned jailhouse-inspired jumpsuits in an allusion to the school-to-prison pipeline. They even dressed as aliens in order to ask why they weren’t being treated as human.\u003c/p>\n\u003cp>Meanwhile, inside the school building, chaos reigned, according to interviews with former P.S. 64 parents and staff members. “The fifth graders would roam the halls and destroy everything in their path, opening doors, yelling into classrooms, cursing out the little ones,” said Taisha Rodriguez, who taught at P.S. 64 for seven years. “It was almost an atmosphere of fear.”\u003c/p>\n\u003cp>By the early 2010s, only one in four teachers believed that “discipline and order” were properly maintained at P.S. 64. Math and English test scores were among the bottom 1 percent citywide.\u003c/p>\n\u003cp>In 2013, the administration of former mayor Michael Bloomberg began phasing out the school. Two new schools would take over the building.\u003c/p>\n\u003cp>At the time, Daniel Russo was a 27-year-old fifth grade teacher in the Bronx’s District 11. He had recently applied to be a founding principal via Bloomberg’s Office of New Schools. Once selected, he insisted that he wanted to keep working in the Bronx. He was assigned to the P.S. 64 campus and \u003ca href=\"https://www.democratandchronicle.com/story/local/communities/time-to-educate/stories/2018/08/09/walton-avenue-school-ps-294-bronx-64-principal-daniel-russo-transform-rcsd-rochester-kodak-park-41/825859002/\">the Walton Avenue School was born\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_55757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Delis DeLeon's math class at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Russo stood before his new team in the late summer of 2013, a couple of weeks before the first day of school in what he says was “a terrible, run-down, deplorable space.” Plaster hung from the walls. Decades-old furniture was covered in spray paint. “How the hell am I going to inspire people to start fresh and anew in this kind of space?” he wondered.\u003c/p>\n\u003cp>The teachers gathered in front of him included not only new recruits, but also skeptical veterans brought back from P.S. 64. Taisha Rodriguez was one of them. “I was like, ‘Hey, he’s gonna try. Good luck for him,’ ” she said. “I did not think he was going to be successful whatsoever.”\u003c/p>\n\u003cp>Russo gave a rousing speech about moving on from the campus’s troubled past. “Either you’re with us or you’re with us. There’s no against us. You have to be all-in,” he told the staff.\u003c/p>\n\u003cp>His insistence on a fresh start captivated Rodriguez, who’d been miserable for years. “Sign me up,” she recalled thinking. “Burn it to the ground! Let’s start new.”\u003c/p>\n\u003cp>Russo tried to focus his staff on early wins, no matter how small: a day without fights, a day without a screaming match at dismissal, a day on which student reading levels inched up from abysmal to bad. “We tried to recognize them and celebrate them until they multiplied and grew,” he said. Gradually, he added, “what was considered an early win became the norm.”\u003c/p>\n\u003cp>He’d initially intended to tackle the school’s many challenges by focusing on curriculum, instruction and professional development. But as he got to know the community, he started to more fully understand “the barriers that were keeping so many students from reaching their potential.” They needed to be warm, to feel safe, to have full stomachs. He developed a more fundamental operating philosophy: “Everybody gets everything they need every day in order to succeed.”\u003c/p>\n\u003cp>Russo said he began his tenure with an expanded budget, including a federal School Improvement Grant of roughly $750,000. He dedicated about half of it to a partnership with Counseling in Schools, which provided three social workers to support students’ mental and emotional health. The rest paid for teachers’ extra collaborative curriculum planning as well as for professional development consultants and new furniture and technology.\u003c/p>\n\u003cp>In a turn of luck just as Russo was getting the school up and running, newly elected Mayor Bill de Blasio launched his Community Schools Strategic Plan. The plan allocated $52 million to open 45 community schools. (By the 2018-19 school year, the program had expanded to $195 million for 258 schools.)\u003c/p>\n\u003cp>The leaders of the New Settlement PAC successfully lobbied for the P.S. 64 campus to be included in the new program, securing $600,000 in annual Community Schools funding. Walton Avenue shared the money with the school that was in the process of closing and with Lucero Elementary School, the second new school opening at the P.S. 64 campus.\u003c/p>\n\u003cp>Russo used the funds to start a partnership with the nonprofit Abbott House, which supplied three full-time staff members: a community school director, a clinical social worker and a community health educator. The extra staff began providing services the preexisting teachers and staff could never have managed on their own, turning the school into “a one-stop shop for as many things as possible for families,” said Jason Estevez, the community school director.\u003c/p>\n\u003cp>They supported efforts to boost attendance, tracking down truant students and urging them to come to school with kid-friendly incentives like pizza parties. They maintained a caseload of children who needed regular counseling services. They were on-hand for crisis intervention. And they set aside part of their budget to pay for New Settlement’s long-running and popular after-school program, which also ran during the summer.\u003c/p>\n\u003cp>Estevez and his staff also coordinated with Warby Parker to provide free vision screenings and eyeglasses for students. With help from the Office of Community Schools, they partnered with Smile New York Outreach to provide free dental checkups and cleanings. They brought in La Canasta, a food service which delivered fresh and affordable produce for families.\u003c/p>\n\u003cp>Working with the Floating Hospital, the community school staff hosted parent workshops on topics such as child sleep routines, asthma, self-esteem and body image. The Floating Hospital also provided door-to-door medical services: they would pick up students and families living in temporary housing, bring them to a medical facility to receive vaccinations and other necessary care, then drop them back at home.\u003c/p>\n\u003cp>North Shore Animal League brought in therapy puppies to spend time with some of Russo’s highest-need students. And Russo partnered with the Food Bank for New York City, which operated out of the cafeteria on Thursdays and was regularly attended by about 100 families.\u003c/p>\n\u003cp>“The idea is that these comprehensive services are meant to tackle some of the consequences of living in under-resourced and high-poverty neighborhoods that get in the way of learning,” explained Dr. William R. Johnston, the lead author of the recent RAND report. The model’s supports are “meant to be in the service of learning.”\u003c/p>\n\u003cp>The array of supports added up to major changes in the school’s climate, and nearly every teacher and staff member at the school was won over to Russo’s “everything they need” philosophy. “We’re here to teach them,” said Taisha Rodriguez. “But we can’t expect them to be successful at learning if everything else is chaos. If their life is in chaos, then obviously, when they’re here, they’re still in chaos.” What Walton Avenue was doing, she said, was minimizing that chaos, “so that when that child is in your room, that child has nothing else that they need to worry about except learning what you’re teaching.”\u003c/p>\n\u003cp>The approach worked because the pressure to work hard to meet kids’ needs wasn’t just coming from Russo, she said. “It’s coming from your colleagues, it’s coming from your coaches, it’s coming from your supervisors. There’s always that push from everyone.”\u003c/p>\n\u003cp>Eventually, though, the School Improvement Grant ran out for Walton Avenue — and other \u003ca href=\"https://hechingerreport.org/trying-to-turn-around-schools-while-slashing-budgets/\">schools across the country\u003c/a>. Russo could no longer afford the three social workers from Counseling in Schools.\u003c/p>\n\u003cfigure id=\"attachment_55756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students perform at a Friday Parent Workshop at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By necessity, Russo was quickly becoming a skilled fundraiser, building relationships in the worlds of politics and private philanthropy. When the federal grant expired, he secured a $100,000 grant from Deutsche Bank, but it was only enough to pay for one Counseling in Schools social worker, and only for two more years. When the Deutsche Bank money ran out, he went through his school budget, shaving money line-by-line until he had enough to hire the social worker onto his own staff.\u003c/p>\n\u003cp>Russo would have loved to give every student a laptop or to build a state-of-the-art science lab. But as he saw it, such luxuries were not as central to his mission as collaborative teaching and rigorous instruction. So he dedicated as much of his budget as he could to professional development. (This included money he was now saving because the Community Schools funds were paying for the after-school program.)\u003c/p>\n\u003cp>He organized teachers \u003ca href=\"https://chalkbeat.org/posts/ny/2017/03/30/its-not-just-about-getting-the-right-answer-how-a-fifth-grade-teacher-pushes-her-students-in-math-class/\">into departments\u003c/a>, a model common in the upper grades but rarer in elementary schools. He encouraged the new math department to adopt \u003ca href=\"https://www.nctm.org/Store/Products/5-Practices-for-Orchestrating-Productive-Mathematics-Discussion,-2nd-Edition/\">a discussion-based instruction model\u003c/a> and provided training that \u003ca href=\"https://www.ckinged.com/company\">expanded the teachers’ content knowledge\u003c/a>. The newly formed English department adopted \u003ca href=\"https://www.thinkingmaps.com/why-thinking-maps-2/\">graphic organizers intended to boost critical thinking and creativity\u003c/a>. Staff \u003ca href=\"https://rccp.cornell.edu/tci/tci-1_system.html\">learned about the trauma\u003c/a> that many of their students dealt with outside of school and how to design intervention and discipline systems around it. He encouraged his team to take ownership over bringing these tools into their classrooms in ways that worked for their students.\u003c/p>\n\u003cp>“They have this culture that’s really powerful, which is that the teachers feel that they are leading it, but they also feel like they can be vulnerable enough to learn,” explained Lisette Nieves, director of Educational Leadership and a professor of Educational Leadership and Policy Studies at NYU’s Steinhardt School.\u003c/p>\n\u003cp>She was struck by the teachers’ ability to articulate that “they had power in their classroom, and that they had to give up power to have student voice” in the school’s increasingly student-led classrooms. (Russo has since enrolled in Nieves’ Ph.D. program.)\u003c/p>\n\u003cp>“Part of what’s innovative is that, at the Walton Avenue School, they see the children in the full richness of their humanity,” said Milo Novelo, who worked with Walton Avenue in his capacity as senior director of the NYC Department of Education’s now-defunct Showcase Schools Program.\u003c/p>\n\u003cp>Novelo said that, too often, schools approach students from low-income communities with rigidity. But at Walton Avenue, “they don’t dehumanize them by overly proscribing and being overly directive.”\u003c/p>\n\u003cfigure id=\"attachment_55759\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-1020x680.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">1425 Walton Avenue, once home to P.S. 64, now houses the Walton Avenue School and Lucero Elementary School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Russo had been instrumental in making all those improvements, but the stress had worn on him. So he picked another strong leader to help him. Assistant Principal Nicole Perkins had taught alongside him during his classroom days and was just as hard-working and passionate. Even though she had more experience and was certified to become an administrator, she’d never found the right fit — until Russo asked her to join him at Walton Avenue. “I wouldn’t have done it alongside any other person,” she said, “because he had that patience to help me and show me what I needed to know.”\u003c/p>\n\u003cp>Perkins was born and raised in the Bronx. As a woman of color and a new leader, she said she had to work extra hard to prove herself and learn to get people to buy in to her leadership. For example, when she first started in the assistant principal role, she wouldn’t have been able to solve a problem like elections being held in the cafeteria. “They would have said, ‘Well, who is she? No, it is going to happen, there’s no other way you could do it.’ ” But now, she said, “I would know who to call and who to speak to, because I’ve had Dan as my mentor, and I’ve watched him do it.”\u003c/p>\n\u003cp>When Walton Avenue’s test scores came in last summer, they supplied further evidence that Russo’s devotion to the Framework for Great Schools was raising student achievement. Students reached the 88th percentile in English and the 96th in math in the city. (Although, in another sign of the community’s high level of engagement, parents opted their students out of the tests at a rate of about 46 percent and 38 percent, respectively.) The school had become a top choice for local parents and a source of pride in the community. The classrooms were abuzz with smiles and energy. Students said they loved coming to school.\u003c/p>\n\u003cp>Then, a few days before Valentine’s Day this year, Russo called together the school community to deliver some news that left many in tears: He had accepted a new job as deputy superintendent in the Bronx’s District 11, where he’d first started his teaching career.\u003c/p>\n\u003cp>But “there’s somebody so beautiful, and so deserving, and so capable and ready to help you,” Russo said, indicating Nicole Perkins. “She will lead this school to new heights, and I’ll be in the background cheering you on.” The staff broke into applause.\u003c/p>\n\u003cp>The next month, the Walton Avenue School was shut down because of the coronavirus.\u003c/p>\n\u003cp>Perkins was now in charge, and she and the staff sprang into action. They recorded a message explaining that breakfast and lunch were, for now, available for daily pickup. Like other public school staff across the city, they called every single student’s family to get their most up-to-date contact information and to find out who did and did not have access to a smartphone, laptop or tablet at home. Then, beginning with the fifth graders and working their way down, they invited students to come to the school to pick up devices to take home — though Perkins said they were likely to run out before every kid who needed one got one. They assigned each student an email address. They did a staff training on how to set up Google Classroom. The therapists, too, prepared to work with their students remotely.\u003c/p>\n\u003cp>Over the last few weeks, the administrators have been driving around the neighborhood handing out iPads to the school’s kids from the trunks of their cars, according to Russo. Children and adults have come by the school now that the city is offering meals to anyone who needs them.\u003c/p>\n\u003cp>No one was “ready for this type of remote learning and their kids not coming to school,” Perkins said. She was sad not to be seeing her kids. Still, she and her staff knew they remained accountable to their mission. “No matter what, we’re going to make this work.”\u003c/p>\n\u003cp>“Our goal is to be there for our families and students,” Perkins said. “We’re going to provide all the support they need. Whatever they need.”\u003cstrong>\u003cem>\u003cu> \u003c/u>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/everything-they-need-the-six-elements-that-transformed-a-school-from-one-of-new-york-citys-worst-to-one-of-its-best/\">\u003cem>Framework for Great Schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\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\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A first-time principal in the South Bronx paired wraparound services with academic rigor to create a thriving community school. Educators now worry what will happen to its students, some of the neediest in the city.","status":"publish","parent":0,"modified":1587368596,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":3646},"headData":{"title":"A School Transformed From One of NYC's Worst to One of Its Best; Then Coronavirus Happened | KQED","description":"A first-time principal in the South Bronx paired wraparound services with academic rigor to create a thriving community school. Educators now worry what will happen to its students, some of the neediest in the city.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A School Transformed From One of NYC's Worst to One of Its Best; Then Coronavirus Happened","datePublished":"2020-04-20T07:42:15.000Z","dateModified":"2020-04-20T07:43:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55752 https://ww2.kqed.org/mindshift/?p=55752","disqusUrl":"https://ww2.kqed.org/mindshift/2020/04/20/a-school-transformed-from-one-of-nycs-worst-to-one-of-its-best-then-coronavirus-happened/","disqusTitle":"A School Transformed From One of NYC's Worst to One of Its Best; Then Coronavirus Happened","nprByline":"\u003ca href=\"https://hechingerreport.org/\">DJ Cashmere, The Hechinger Report\u003c/a>","path":"/mindshift/55752/a-school-transformed-from-one-of-nycs-worst-to-one-of-its-best-then-coronavirus-happened","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/everything-they-need-the-six-elements-that-transformed-a-school-from-one-of-new-york-citys-worst-to-one-of-its-best/\">\u003cem>Framework for Great Schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\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\u003cp>NEW YORK — When the mayor ordered New York City public schools to close in March to slow the spread of the coronavirus, Daniel Russo broke into tears. Ninety-six percent of children at the Walton Avenue School, a K-5 school in the Bronx he’d founded in 2013, face economic hardship, and about a third are homeless. Recently, Russo had seen a little boy wrapping up some of his school lunch. The boy explained he was taking the rest home for his father.\u003c/p>\n\u003cp>The closure meant kids would be out of class and have to survive for weeks on bagged lunches. But it was more than that. “I’m thinking about the kids who are at the door at 6:45 every morning,” he said, “looking for an adult who cares about them.”\u003c/p>\n\u003cp>Walton Avenue is what’s known as a “community school,” where educators believe that meeting students’ basic needs is as much of a necessity as teaching them to read — that, in fact, the former is a prerequisite for the latter. As districts across the country shut down in response to the coronavirus pandemic, students at community schools are losing a lot more than their classes.\u003c/p>\n\u003cp>Community schools are based on research showing that what happens in children’s out-of-school lives can impact their education as much as or even more than what happens in school. Their premise is simple: By partnering with families and community-based organizations, community schools tackle challenges like hunger and homelessness and seek to support students’ mental and physical health. This, they hope, will let kids focus and excel in the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are now more than 5,000 community schools nationwide, according to a recent RAND Corporation report. The largest cohort is in New York City, where more than 250 have been launched since Mayor Bill de Blasio took office.\u003c/p>\n\u003cp>But outcomes for these schools \u003ca href=\"https://www.rand.org/pubs/research_reports/RR3245.html\">have been mixed\u003c/a>: New York’s community schools have shown improvement in attendance, grade progression and graduation rates, but limited growth in math, marginal improvement in school climate and culture and no statistically significant growth in reading, according to the RAND study of 113 of the city’s community schools. And, while other researchers have \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf\">concluded\u003c/a> that “well-implemented” community schools can improve student outcomes, the model is not always implemented well.\u003c/p>\n\u003cp>The Walton Avenue School is among a few that have thrived across the board. Though the school has \u003ca href=\"https://tools.nycenet.edu/dashboard/#dbn=09X294&report_type=EMS&view=City\">higher percentages\u003c/a> of students with disabilities and English Language Learners than city averages, it has transformed one of the worst-performing campuses in the city into \u003ca href=\"https://www.wsj.com/articles/how-one-new-york-city-principal-is-trying-to-transform-a-school-1525262401\">one of its highest-impact public school\u003c/a>s, according to \u003ca href=\"https://tools.nycenet.edu/dashboard/#dbn=09X294&report_type=EMS&view=City\">city data\u003c/a> that compares the academic results of similar students at other schools.\u003c/p>\n\u003cp>Russo attributes the success to a simple checklist: The New York City Department of Education’s Framework for Great Schools. Posters listing its \u003ca href=\"https://www.schools.nyc.gov/about-us/vision-and-mission/framework-for-great-schools\">six elements\u003c/a>, which are \u003ca href=\"https://consortium.uchicago.edu/sites/default/files/2018-10/9954essentialsupports_onepager_final-2.pdf\">derived from\u003c/a> research by the University of Chicago Consortium on School Research, are ubiquitous on the campus. Three of the elements are ideas that community schools embrace by design: “strong family-community ties,” “trust,” and a “supportive environment.” Two are ideas that many in education have adopted as common sense: “rigorous instruction” and “collaborative teaching.”\u003c/p>\n\u003cp>Russo himself has embodied the sixth: “effective school leadership.” Research has long confirmed that a talented principal is critical for \u003ca href=\"https://www.naesp.org/sites/default/files/LeadershipMatters.pdf\">improving student achievement\u003c/a>. It isn’t always easy to find someone who is both a visionary and stubbornly attuned to the nitty-gritty details, including what kids eat for lunch. But it also isn’t clear that a relentless style like Russo’s is sustainable.\u003c/p>\n\u003cp>His husband told me he worried about Russo’s high blood pressure. Russo rarely sits or stands still. He doesn’t eat or drink much. He wakes up early and works late. Last year, when the Board of Elections switched its usual polling place for an upcoming local race from the Walton Avenue School’s gym to its cafeteria, Russo worked the phones for days to get the election site moved back to the gym. If students weren’t allowed in the cafeteria, they wouldn’t have access to the school’s freshly cooked free lunches. They would receive cold, bagged lunches instead.\u003c/p>\n\u003cp>“My parent community can and will mobilize around things that are important to them,” he said. “This is important to them. And it’s important to me.”\u003c/p>\n\u003cp>Now, with students out of class indefinitely, the school’s healthy hot meals are just one of many supports kids will have to do without.\u003c/p>\n\u003cfigure id=\"attachment_55755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve1-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Delis DeLeon teaches fourth grade math at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before Principal Russo opened the Walton Avenue School, its predecessor, P.S. 64, served the predominantly black and Latinx Mount Eden neighborhood, which begins a few blocks northeast of Yankee Stadium in the Bronx. In the 1980s, district school board members were accused of holding cocaine-fueled parties at the school on Friday nights. In the ’90s, the principal got into a fistfight with one of his own teachers during the school day.\u003c/p>\n\u003cp>Parents in the surrounding New Settlement Apartments \u003ca href=\"https://www.bing.com/videos/search?q=parent+power+video&view=detail&mid=450523F71F0F09BA93D1450523F71F0F09BA93D1&FORM=VIRE\">began organizing to improve the school in 1996\u003c/a>. They formed the New Settlement Parent Action Committee (PAC) and confronted New York City’s schools chancellor with dead flowers meant to symbolize their poorly educated children. They showed up outside his successor’s office with hundreds of brightly colored balloons, drawing the attention of the press and forcing a meeting. They donned jailhouse-inspired jumpsuits in an allusion to the school-to-prison pipeline. They even dressed as aliens in order to ask why they weren’t being treated as human.\u003c/p>\n\u003cp>Meanwhile, inside the school building, chaos reigned, according to interviews with former P.S. 64 parents and staff members. “The fifth graders would roam the halls and destroy everything in their path, opening doors, yelling into classrooms, cursing out the little ones,” said Taisha Rodriguez, who taught at P.S. 64 for seven years. “It was almost an atmosphere of fear.”\u003c/p>\n\u003cp>By the early 2010s, only one in four teachers believed that “discipline and order” were properly maintained at P.S. 64. Math and English test scores were among the bottom 1 percent citywide.\u003c/p>\n\u003cp>In 2013, the administration of former mayor Michael Bloomberg began phasing out the school. Two new schools would take over the building.\u003c/p>\n\u003cp>At the time, Daniel Russo was a 27-year-old fifth grade teacher in the Bronx’s District 11. He had recently applied to be a founding principal via Bloomberg’s Office of New Schools. Once selected, he insisted that he wanted to keep working in the Bronx. He was assigned to the P.S. 64 campus and \u003ca href=\"https://www.democratandchronicle.com/story/local/communities/time-to-educate/stories/2018/08/09/walton-avenue-school-ps-294-bronx-64-principal-daniel-russo-transform-rcsd-rochester-kodak-park-41/825859002/\">the Walton Avenue School was born\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_55757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve4-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in Delis DeLeon's math class at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Russo stood before his new team in the late summer of 2013, a couple of weeks before the first day of school in what he says was “a terrible, run-down, deplorable space.” Plaster hung from the walls. Decades-old furniture was covered in spray paint. “How the hell am I going to inspire people to start fresh and anew in this kind of space?” he wondered.\u003c/p>\n\u003cp>The teachers gathered in front of him included not only new recruits, but also skeptical veterans brought back from P.S. 64. Taisha Rodriguez was one of them. “I was like, ‘Hey, he’s gonna try. Good luck for him,’ ” she said. “I did not think he was going to be successful whatsoever.”\u003c/p>\n\u003cp>Russo gave a rousing speech about moving on from the campus’s troubled past. “Either you’re with us or you’re with us. There’s no against us. You have to be all-in,” he told the staff.\u003c/p>\n\u003cp>His insistence on a fresh start captivated Rodriguez, who’d been miserable for years. “Sign me up,” she recalled thinking. “Burn it to the ground! Let’s start new.”\u003c/p>\n\u003cp>Russo tried to focus his staff on early wins, no matter how small: a day without fights, a day without a screaming match at dismissal, a day on which student reading levels inched up from abysmal to bad. “We tried to recognize them and celebrate them until they multiplied and grew,” he said. Gradually, he added, “what was considered an early win became the norm.”\u003c/p>\n\u003cp>He’d initially intended to tackle the school’s many challenges by focusing on curriculum, instruction and professional development. But as he got to know the community, he started to more fully understand “the barriers that were keeping so many students from reaching their potential.” They needed to be warm, to feel safe, to have full stomachs. He developed a more fundamental operating philosophy: “Everybody gets everything they need every day in order to succeed.”\u003c/p>\n\u003cp>Russo said he began his tenure with an expanded budget, including a federal School Improvement Grant of roughly $750,000. He dedicated about half of it to a partnership with Counseling in Schools, which provided three social workers to support students’ mental and emotional health. The rest paid for teachers’ extra collaborative curriculum planning as well as for professional development consultants and new furniture and technology.\u003c/p>\n\u003cp>In a turn of luck just as Russo was getting the school up and running, newly elected Mayor Bill de Blasio launched his Community Schools Strategic Plan. The plan allocated $52 million to open 45 community schools. (By the 2018-19 school year, the program had expanded to $195 million for 258 schools.)\u003c/p>\n\u003cp>The leaders of the New Settlement PAC successfully lobbied for the P.S. 64 campus to be included in the new program, securing $600,000 in annual Community Schools funding. Walton Avenue shared the money with the school that was in the process of closing and with Lucero Elementary School, the second new school opening at the P.S. 64 campus.\u003c/p>\n\u003cp>Russo used the funds to start a partnership with the nonprofit Abbott House, which supplied three full-time staff members: a community school director, a clinical social worker and a community health educator. The extra staff began providing services the preexisting teachers and staff could never have managed on their own, turning the school into “a one-stop shop for as many things as possible for families,” said Jason Estevez, the community school director.\u003c/p>\n\u003cp>They supported efforts to boost attendance, tracking down truant students and urging them to come to school with kid-friendly incentives like pizza parties. They maintained a caseload of children who needed regular counseling services. They were on-hand for crisis intervention. And they set aside part of their budget to pay for New Settlement’s long-running and popular after-school program, which also ran during the summer.\u003c/p>\n\u003cp>Estevez and his staff also coordinated with Warby Parker to provide free vision screenings and eyeglasses for students. With help from the Office of Community Schools, they partnered with Smile New York Outreach to provide free dental checkups and cleanings. They brought in La Canasta, a food service which delivered fresh and affordable produce for families.\u003c/p>\n\u003cp>Working with the Floating Hospital, the community school staff hosted parent workshops on topics such as child sleep routines, asthma, self-esteem and body image. The Floating Hospital also provided door-to-door medical services: they would pick up students and families living in temporary housing, bring them to a medical facility to receive vaccinations and other necessary care, then drop them back at home.\u003c/p>\n\u003cp>North Shore Animal League brought in therapy puppies to spend time with some of Russo’s highest-need students. And Russo partnered with the Food Bank for New York City, which operated out of the cafeteria on Thursdays and was regularly attended by about 100 families.\u003c/p>\n\u003cp>“The idea is that these comprehensive services are meant to tackle some of the consequences of living in under-resourced and high-poverty neighborhoods that get in the way of learning,” explained Dr. William R. Johnston, the lead author of the recent RAND report. The model’s supports are “meant to be in the service of learning.”\u003c/p>\n\u003cp>The array of supports added up to major changes in the school’s climate, and nearly every teacher and staff member at the school was won over to Russo’s “everything they need” philosophy. “We’re here to teach them,” said Taisha Rodriguez. “But we can’t expect them to be successful at learning if everything else is chaos. If their life is in chaos, then obviously, when they’re here, they’re still in chaos.” What Walton Avenue was doing, she said, was minimizing that chaos, “so that when that child is in your room, that child has nothing else that they need to worry about except learning what you’re teaching.”\u003c/p>\n\u003cp>The approach worked because the pressure to work hard to meet kids’ needs wasn’t just coming from Russo, she said. “It’s coming from your colleagues, it’s coming from your coaches, it’s coming from your supervisors. There’s always that push from everyone.”\u003c/p>\n\u003cp>Eventually, though, the School Improvement Grant ran out for Walton Avenue — and other \u003ca href=\"https://hechingerreport.org/trying-to-turn-around-schools-while-slashing-budgets/\">schools across the country\u003c/a>. Russo could no longer afford the three social workers from Counseling in Schools.\u003c/p>\n\u003cfigure id=\"attachment_55756\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55756\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3.png\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve3-1020x765.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students perform at a Friday Parent Workshop at the Walton Avenue School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By necessity, Russo was quickly becoming a skilled fundraiser, building relationships in the worlds of politics and private philanthropy. When the federal grant expired, he secured a $100,000 grant from Deutsche Bank, but it was only enough to pay for one Counseling in Schools social worker, and only for two more years. When the Deutsche Bank money ran out, he went through his school budget, shaving money line-by-line until he had enough to hire the social worker onto his own staff.\u003c/p>\n\u003cp>Russo would have loved to give every student a laptop or to build a state-of-the-art science lab. But as he saw it, such luxuries were not as central to his mission as collaborative teaching and rigorous instruction. So he dedicated as much of his budget as he could to professional development. (This included money he was now saving because the Community Schools funds were paying for the after-school program.)\u003c/p>\n\u003cp>He organized teachers \u003ca href=\"https://chalkbeat.org/posts/ny/2017/03/30/its-not-just-about-getting-the-right-answer-how-a-fifth-grade-teacher-pushes-her-students-in-math-class/\">into departments\u003c/a>, a model common in the upper grades but rarer in elementary schools. He encouraged the new math department to adopt \u003ca href=\"https://www.nctm.org/Store/Products/5-Practices-for-Orchestrating-Productive-Mathematics-Discussion,-2nd-Edition/\">a discussion-based instruction model\u003c/a> and provided training that \u003ca href=\"https://www.ckinged.com/company\">expanded the teachers’ content knowledge\u003c/a>. The newly formed English department adopted \u003ca href=\"https://www.thinkingmaps.com/why-thinking-maps-2/\">graphic organizers intended to boost critical thinking and creativity\u003c/a>. Staff \u003ca href=\"https://rccp.cornell.edu/tci/tci-1_system.html\">learned about the trauma\u003c/a> that many of their students dealt with outside of school and how to design intervention and discipline systems around it. He encouraged his team to take ownership over bringing these tools into their classrooms in ways that worked for their students.\u003c/p>\n\u003cp>“They have this culture that’s really powerful, which is that the teachers feel that they are leading it, but they also feel like they can be vulnerable enough to learn,” explained Lisette Nieves, director of Educational Leadership and a professor of Educational Leadership and Policy Studies at NYU’s Steinhardt School.\u003c/p>\n\u003cp>She was struck by the teachers’ ability to articulate that “they had power in their classroom, and that they had to give up power to have student voice” in the school’s increasingly student-led classrooms. (Russo has since enrolled in Nieves’ Ph.D. program.)\u003c/p>\n\u003cp>“Part of what’s innovative is that, at the Walton Avenue School, they see the children in the full richness of their humanity,” said Milo Novelo, who worked with Walton Avenue in his capacity as senior director of the NYC Department of Education’s now-defunct Showcase Schools Program.\u003c/p>\n\u003cp>Novelo said that, too often, schools approach students from low-income communities with rigidity. But at Walton Avenue, “they don’t dehumanize them by overly proscribing and being overly directive.”\u003c/p>\n\u003cfigure id=\"attachment_55759\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/DJ-Cashmere-WaltonAve9-1020x680.png 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">1425 Walton Avenue, once home to P.S. 64, now houses the Walton Avenue School and Lucero Elementary School. \u003ccite>(DJ Cashmere for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Russo had been instrumental in making all those improvements, but the stress had worn on him. So he picked another strong leader to help him. Assistant Principal Nicole Perkins had taught alongside him during his classroom days and was just as hard-working and passionate. Even though she had more experience and was certified to become an administrator, she’d never found the right fit — until Russo asked her to join him at Walton Avenue. “I wouldn’t have done it alongside any other person,” she said, “because he had that patience to help me and show me what I needed to know.”\u003c/p>\n\u003cp>Perkins was born and raised in the Bronx. As a woman of color and a new leader, she said she had to work extra hard to prove herself and learn to get people to buy in to her leadership. For example, when she first started in the assistant principal role, she wouldn’t have been able to solve a problem like elections being held in the cafeteria. “They would have said, ‘Well, who is she? No, it is going to happen, there’s no other way you could do it.’ ” But now, she said, “I would know who to call and who to speak to, because I’ve had Dan as my mentor, and I’ve watched him do it.”\u003c/p>\n\u003cp>When Walton Avenue’s test scores came in last summer, they supplied further evidence that Russo’s devotion to the Framework for Great Schools was raising student achievement. Students reached the 88th percentile in English and the 96th in math in the city. (Although, in another sign of the community’s high level of engagement, parents opted their students out of the tests at a rate of about 46 percent and 38 percent, respectively.) The school had become a top choice for local parents and a source of pride in the community. The classrooms were abuzz with smiles and energy. Students said they loved coming to school.\u003c/p>\n\u003cp>Then, a few days before Valentine’s Day this year, Russo called together the school community to deliver some news that left many in tears: He had accepted a new job as deputy superintendent in the Bronx’s District 11, where he’d first started his teaching career.\u003c/p>\n\u003cp>But “there’s somebody so beautiful, and so deserving, and so capable and ready to help you,” Russo said, indicating Nicole Perkins. “She will lead this school to new heights, and I’ll be in the background cheering you on.” The staff broke into applause.\u003c/p>\n\u003cp>The next month, the Walton Avenue School was shut down because of the coronavirus.\u003c/p>\n\u003cp>Perkins was now in charge, and she and the staff sprang into action. They recorded a message explaining that breakfast and lunch were, for now, available for daily pickup. Like other public school staff across the city, they called every single student’s family to get their most up-to-date contact information and to find out who did and did not have access to a smartphone, laptop or tablet at home. Then, beginning with the fifth graders and working their way down, they invited students to come to the school to pick up devices to take home — though Perkins said they were likely to run out before every kid who needed one got one. They assigned each student an email address. They did a staff training on how to set up Google Classroom. The therapists, too, prepared to work with their students remotely.\u003c/p>\n\u003cp>Over the last few weeks, the administrators have been driving around the neighborhood handing out iPads to the school’s kids from the trunks of their cars, according to Russo. Children and adults have come by the school now that the city is offering meals to anyone who needs them.\u003c/p>\n\u003cp>No one was “ready for this type of remote learning and their kids not coming to school,” Perkins said. She was sad not to be seeing her kids. Still, she and her staff knew they remained accountable to their mission. “No matter what, we’re going to make this work.”\u003c/p>\n\u003cp>“Our goal is to be there for our families and students,” Perkins said. “We’re going to provide all the support they need. Whatever they need.”\u003cstrong>\u003cem>\u003cu> \u003c/u>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/everything-they-need-the-six-elements-that-transformed-a-school-from-one-of-new-york-citys-worst-to-one-of-its-best/\">\u003cem>Framework for Great Schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\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\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55752/a-school-transformed-from-one-of-nycs-worst-to-one-of-its-best-then-coronavirus-happened","authors":["byline_mindshift_55752"],"categories":["mindshift_21345"],"tags":["mindshift_20806","mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20875"],"featImg":"mindshift_55758","label":"mindshift"},"mindshift_40578":{"type":"posts","id":"mindshift_40578","meta":{"index":"posts_1591205157","site":"mindshift","id":"40578","score":null,"sort":[1435680900000]},"guestAuthors":[],"slug":"why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school","title":"Why Ninth Grade is the Pivotal Year for Dropping Out of High School","publishDate":1435680900,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p2\">The transition from middle school to high school is a big one, perhaps bigger than appears at first blush: Not only do students’ academic workloads increase, but simultaneously, so does their independence and responsibility.\u003c/p>\n\u003cp class=\"p2\">For some kids, the leap to the responsibilities of high school from what they were doing just a few months before -- lining up for the cafeteria, or having parents sign their report cards -- is overwhelming, especially when factoring in added freedoms and new opportunities to be social.\u003c/p>\n\u003cp class=\"p2\">In the case of many Chicago 14-year-olds leaving their small, familiar K-8 schools, moving up to high school can feel like entering “the Wild, Wild West,” according to University of Chicago Urban Education Institute researcher Camille Farrington.\u003c/p>\n\u003cp class=\"p2\">“The Chicago K-8 schools tend to be little-kid places,” she said. “Everyone knows you and your family, all the kids are lined up, the schools tend to be small. Then they move into high school, and it’s totally different: Doors open to the outside all over the place, boys and girls interested in each other.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“All the systems put in place were to weed out kids that struggle.”\u003c/aside>\n\u003cp class=\"p2\">For some students, disproportionately poor and minority, the transition to ninth grade is difficult, and fraught with implications for whether or not they will graduate. And even though, according to the \u003ca href=\"http://www.ed.gov/news/press-releases/us-high-school-graduation-rate-hits-new-record-high\">\u003cspan class=\"s1\">latest data released\u003c/span>\u003c/a> by the U.S. Department of Education’s National Center for Education Statistics, American students are graduating at a higher rate than ever before -- 81 percent of high school seniors received their diploma in 2012-2013 -- for those who didn’t make it to graduation, their troubles most likely began long before senior year, in ninth grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Farrington said that in 2005, the University of Chicago Consortium on Chicago School Research published the report \"\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">\u003cspan class=\"s1\">The On-Track Indicator as a Predictor of High School Graduation\u003c/span>\u003c/a>.\" The researchers found ninth-grade status to be the single-best determinant of whether or not a student would graduate:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s2\">“This indicator identifies students as on-track if they earn at least five full-year course credits and no more than one semester F in a core course in their first year of high school. On-track students are more than three and one-half times more likely to graduate from high school in four years than off-track students. The indicator is a more accurate predictor of graduation than students’ previous achievement test scores or their background characteristics.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">In her research, Farrington explores both the systematic and psychological reasons why there seems to be a connection between ninth-grade failures and not graduating, detailing the results in her book, \"\u003ca href=\"http://www.amazon.com/Failing-School-Lessons-Redesigning-Schools/dp/0807755168\">Failing at School\u003c/a>.\" She addresses the roadblocks in the current system, which is basically the same model used when the high school was created more than 100 years ago.\u003c/p>\n\u003cp class=\"p2\">During her doctorate study, Farrington began studying the history of high school and said she soon realized that the first high schools were designed on purpose to weed out those who couldn’t cut it.\u003c/p>\n\u003cp class=\"p2\">“What became really clear, what I didn’t realize, was that high schools early on were not meant for the masses. Even public high schools were very competitive, high stakes and intense. Taxpayers had never paid for high schools before, and they were very much interested in keeping lazy or uninterested kids out of high school,” Farrington said. “All the systems put in place were to weed out kids that struggle.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/aside>\n\u003cp class=\"p2\">But the entire paradigm of education has changed. Now having a high school diploma is needed to get any kind of job, and a college education is crucial to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/20/feeling-alone-as-the-opportunity-gap-widens-in-education/\">\u003cspan class=\"s1\">staying out of poverty\u003c/span>\u003c/a>. Yet the structures of that antiquated system meant for only the academically strong are still in place today, including the high school credit system and cumulative grading.\u003c/p>\n\u003cp class=\"p2\">Farrington said one of her favorite quotes is, “Every system is perfectly designed to get the results it gets.” If we want all kids to graduate from high school, she said, then we will need to redesign the system with that goal in mind.\u003c/p>\n\u003cp class=\"p2\">What kind of school do we need to have to make sure the majority of kids graduate? That’s the question Farrington was thinking about when she decided to interview and study a group of students who had failed classes in ninth grade. Even though Farrington knew that, due to their failures, these students had only a 16 percent chance of ever graduating, she said \u003ci>they \u003c/i>didn’t know that, and many were hoping to make a change and get back on track.\u003c/p>\n\u003cp class=\"p2\">[contextly_sidebar id=\"o4r9sEtrvhWR3gpZKARq6nOJeAlw9OQL\"]\u003c/p>\n\u003cp class=\"p2\">Early in their ninth-grade year, many students she observed got into what Farrington called “perfectly immature 14-year-old behavior,” like testing limits and not completing their homework, which led to slip-ups. For some students, it was the first time they’d ever received a failing grade on a progress report. While student responses to the failures varied, some felt bad and weren’t happy with themselves, and resolved to do better.\u003c/p>\n\u003cp class=\"p2\">“But even those who vowed to buckle down and try hard, they found that even if they kept apace from then forward, the fact that they had these zeros kept getting averaged in,” she said. “They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/p>\n\u003cp class=\"p2\">Students then began to internalize the hopeless feeling of working hard but not getting anywhere, starting to turn on themselves (“What’s wrong with me?”) and the system, too. This leads to disengagement and the sneaking feeling that the system is rigged against them, which in turn saps the students’ motivation to keep working hard. From there, it’s easy to envision where the disengagement is headed.\u003c/p>\n\u003cp class=\"p2\">Farrington said it became clear to her that it was paramount for high schools to have a “way out” for students who had messed up, seen the error of their ways and decided to work harder. But in order to do that, some big things would have to change.\u003c/p>\n\u003cp class=\"p2\">\u003cb>Redesign the Whole System? Or Just Work With What We Have?\u003c/b>\u003c/p>\n\u003cp class=\"p2\">As to \"fixing’\"high schools, Farrington said she looks at it in two ways: redesigning high school from the ground up with the current goals in mind, or tweaking what’s already there.\u003c/p>\n\u003cp class=\"p2\">“I think there are things we could keep,” from the old-style high school, she said -- things like standards, clear sets of education objectives, and a clear but not overly prescriptive set of skills and competencies. But the rest -- how and what kids should learn -- would need to be brand-new.\u003c/p>\n\u003cp class=\"p2\">“I think there are some great examples [of high schools doing this well], and they all tend to be not ‘regular,’ like \u003ca href=\"http://elschools.org/\">\u003cspan class=\"s1\">Expeditionary Learning\u003c/span>\u003c/a> schools and \u003ca href=\"http://www.hightechhigh.org/\">\u003cspan class=\"s1\">High Tech High\u003c/span>\u003c/a>,” she said.\u003c/p>\n\u003cp class=\"p2\">Both schools champion project-based learning and harness the power of student motivation to produce results.\u003c/p>\n\u003cp>https://vimeo.com/13575876\u003c/p>\n\u003cp class=\"p2\">“They have really rigorous standards for production, top quality, in the concept of things they care about, likewise engaging young people in solving problems in their communities,\" she said. \"There are no shortage of problems that need to be solved, and we have the potential of young people and the real world right outside. Right now, we don’t let them in on the real world.”\u003c/p>\n\u003cp class=\"p2\">And as for working within the current system, Farrington said she’d like to see improvement in four dimensions: a developmental understanding of where young adolescents are at and what they are naturally interested in; understanding student motivation and giving kids meaningful work they care about; higher academic standards; and perhaps, most importantly, addressing issues created by the structure that’s holding kids back.\u003c/p>\n\u003cp class=\"p2\">“I’d like to see us moving away from grading and credit systems, and instead holding higher standards. Currently, you could get a D in everything and graduate, leave school and know nothing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">“I’d much prefer a system that says, ‘We’re not going to let you go until you’ve demonstrated that you can do these certain things,’ ” she said.\u003c/p>\n\n","blocks":[],"excerpt":"There are programs to keep kids from dropping out, but the causes run more deeply, down to the design of school, according to researchers. ","status":"publish","parent":0,"modified":1435680900,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1440},"headData":{"title":"Why Ninth Grade is the Pivotal Year for Dropping Out of High School | KQED","description":"There are programs to keep kids from dropping out, but the causes run more deeply, down to the design of school, according to researchers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Ninth Grade is the Pivotal Year for Dropping Out of High School","datePublished":"2015-06-30T16:15:00.000Z","dateModified":"2015-06-30T16:15:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40578 http://ww2.kqed.org/mindshift/?p=40578","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/30/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school/","disqusTitle":"Why Ninth Grade is the Pivotal Year for Dropping Out of High School","path":"/mindshift/40578/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">The transition from middle school to high school is a big one, perhaps bigger than appears at first blush: Not only do students’ academic workloads increase, but simultaneously, so does their independence and responsibility.\u003c/p>\n\u003cp class=\"p2\">For some kids, the leap to the responsibilities of high school from what they were doing just a few months before -- lining up for the cafeteria, or having parents sign their report cards -- is overwhelming, especially when factoring in added freedoms and new opportunities to be social.\u003c/p>\n\u003cp class=\"p2\">In the case of many Chicago 14-year-olds leaving their small, familiar K-8 schools, moving up to high school can feel like entering “the Wild, Wild West,” according to University of Chicago Urban Education Institute researcher Camille Farrington.\u003c/p>\n\u003cp class=\"p2\">“The Chicago K-8 schools tend to be little-kid places,” she said. “Everyone knows you and your family, all the kids are lined up, the schools tend to be small. Then they move into high school, and it’s totally different: Doors open to the outside all over the place, boys and girls interested in each other.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“All the systems put in place were to weed out kids that struggle.”\u003c/aside>\n\u003cp class=\"p2\">For some students, disproportionately poor and minority, the transition to ninth grade is difficult, and fraught with implications for whether or not they will graduate. And even though, according to the \u003ca href=\"http://www.ed.gov/news/press-releases/us-high-school-graduation-rate-hits-new-record-high\">\u003cspan class=\"s1\">latest data released\u003c/span>\u003c/a> by the U.S. Department of Education’s National Center for Education Statistics, American students are graduating at a higher rate than ever before -- 81 percent of high school seniors received their diploma in 2012-2013 -- for those who didn’t make it to graduation, their troubles most likely began long before senior year, in ninth grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Farrington said that in 2005, the University of Chicago Consortium on Chicago School Research published the report \"\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">\u003cspan class=\"s1\">The On-Track Indicator as a Predictor of High School Graduation\u003c/span>\u003c/a>.\" The researchers found ninth-grade status to be the single-best determinant of whether or not a student would graduate:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s2\">“This indicator identifies students as on-track if they earn at least five full-year course credits and no more than one semester F in a core course in their first year of high school. On-track students are more than three and one-half times more likely to graduate from high school in four years than off-track students. The indicator is a more accurate predictor of graduation than students’ previous achievement test scores or their background characteristics.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">In her research, Farrington explores both the systematic and psychological reasons why there seems to be a connection between ninth-grade failures and not graduating, detailing the results in her book, \"\u003ca href=\"http://www.amazon.com/Failing-School-Lessons-Redesigning-Schools/dp/0807755168\">Failing at School\u003c/a>.\" She addresses the roadblocks in the current system, which is basically the same model used when the high school was created more than 100 years ago.\u003c/p>\n\u003cp class=\"p2\">During her doctorate study, Farrington began studying the history of high school and said she soon realized that the first high schools were designed on purpose to weed out those who couldn’t cut it.\u003c/p>\n\u003cp class=\"p2\">“What became really clear, what I didn’t realize, was that high schools early on were not meant for the masses. Even public high schools were very competitive, high stakes and intense. Taxpayers had never paid for high schools before, and they were very much interested in keeping lazy or uninterested kids out of high school,” Farrington said. “All the systems put in place were to weed out kids that struggle.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/aside>\n\u003cp class=\"p2\">But the entire paradigm of education has changed. Now having a high school diploma is needed to get any kind of job, and a college education is crucial to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/20/feeling-alone-as-the-opportunity-gap-widens-in-education/\">\u003cspan class=\"s1\">staying out of poverty\u003c/span>\u003c/a>. Yet the structures of that antiquated system meant for only the academically strong are still in place today, including the high school credit system and cumulative grading.\u003c/p>\n\u003cp class=\"p2\">Farrington said one of her favorite quotes is, “Every system is perfectly designed to get the results it gets.” If we want all kids to graduate from high school, she said, then we will need to redesign the system with that goal in mind.\u003c/p>\n\u003cp class=\"p2\">What kind of school do we need to have to make sure the majority of kids graduate? That’s the question Farrington was thinking about when she decided to interview and study a group of students who had failed classes in ninth grade. Even though Farrington knew that, due to their failures, these students had only a 16 percent chance of ever graduating, she said \u003ci>they \u003c/i>didn’t know that, and many were hoping to make a change and get back on track.\u003c/p>\n\u003cp class=\"p2\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p2\">Early in their ninth-grade year, many students she observed got into what Farrington called “perfectly immature 14-year-old behavior,” like testing limits and not completing their homework, which led to slip-ups. For some students, it was the first time they’d ever received a failing grade on a progress report. While student responses to the failures varied, some felt bad and weren’t happy with themselves, and resolved to do better.\u003c/p>\n\u003cp class=\"p2\">“But even those who vowed to buckle down and try hard, they found that even if they kept apace from then forward, the fact that they had these zeros kept getting averaged in,” she said. “They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/p>\n\u003cp class=\"p2\">Students then began to internalize the hopeless feeling of working hard but not getting anywhere, starting to turn on themselves (“What’s wrong with me?”) and the system, too. This leads to disengagement and the sneaking feeling that the system is rigged against them, which in turn saps the students’ motivation to keep working hard. From there, it’s easy to envision where the disengagement is headed.\u003c/p>\n\u003cp class=\"p2\">Farrington said it became clear to her that it was paramount for high schools to have a “way out” for students who had messed up, seen the error of their ways and decided to work harder. But in order to do that, some big things would have to change.\u003c/p>\n\u003cp class=\"p2\">\u003cb>Redesign the Whole System? Or Just Work With What We Have?\u003c/b>\u003c/p>\n\u003cp class=\"p2\">As to \"fixing’\"high schools, Farrington said she looks at it in two ways: redesigning high school from the ground up with the current goals in mind, or tweaking what’s already there.\u003c/p>\n\u003cp class=\"p2\">“I think there are things we could keep,” from the old-style high school, she said -- things like standards, clear sets of education objectives, and a clear but not overly prescriptive set of skills and competencies. But the rest -- how and what kids should learn -- would need to be brand-new.\u003c/p>\n\u003cp class=\"p2\">“I think there are some great examples [of high schools doing this well], and they all tend to be not ‘regular,’ like \u003ca href=\"http://elschools.org/\">\u003cspan class=\"s1\">Expeditionary Learning\u003c/span>\u003c/a> schools and \u003ca href=\"http://www.hightechhigh.org/\">\u003cspan class=\"s1\">High Tech High\u003c/span>\u003c/a>,” she said.\u003c/p>\n\u003cp class=\"p2\">Both schools champion project-based learning and harness the power of student motivation to produce results.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"13575876"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">“They have really rigorous standards for production, top quality, in the concept of things they care about, likewise engaging young people in solving problems in their communities,\" she said. \"There are no shortage of problems that need to be solved, and we have the potential of young people and the real world right outside. Right now, we don’t let them in on the real world.”\u003c/p>\n\u003cp class=\"p2\">And as for working within the current system, Farrington said she’d like to see improvement in four dimensions: a developmental understanding of where young adolescents are at and what they are naturally interested in; understanding student motivation and giving kids meaningful work they care about; higher academic standards; and perhaps, most importantly, addressing issues created by the structure that’s holding kids back.\u003c/p>\n\u003cp class=\"p2\">“I’d like to see us moving away from grading and credit systems, and instead holding higher standards. Currently, you could get a D in everything and graduate, leave school and know nothing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">“I’d much prefer a system that says, ‘We’re not going to let you go until you’ve demonstrated that you can do these certain things,’ ” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40578/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school","authors":["4445"],"categories":["mindshift_20729","mindshift_192","mindshift_20874"],"tags":["mindshift_196","mindshift_20784","mindshift_1040","mindshift_146","mindshift_20875"],"featImg":"mindshift_40994","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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