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"content": "\u003cp>For two decades, New York City’s small high schools stood out as one of the nation’s most ambitious — and controversial — urban education reforms. Now, a \u003ca href=\"https://www.mdrc.org/work/publications/enduring-success\">long-term study\u003c/a> provides a clearer picture of their successes and disappointments.\u003c/p>\n\u003cp>In the early 2000s, under former Mayor Michael Bloomberg, the city closed dozens of large high schools with high dropout rates in low-income neighborhoods and, with \u003ca href=\"https://hechingerreport.org/once-sold-as-the-solution-small-high-schools-are-now-on-the-back-burner/\">$150 million\u003c/a> from the Gates Foundation, replaced them with smaller ones, often located in the same buildings. Admission to more than 120 of the most popular new small schools was determined by lottery, creating the kind of random assignment researchers prize. (That represented the vast majority of the city’s 140 new small schools.) MDRC, a nonprofit research organization, followed four cohorts of students from the classes of 2009 through 2012 for six years after high school. (Disclosure: The \u003ca href=\"https://www.mdrc.org/work/publications/enduring-success\">MDRC analysis\u003c/a> was funded by the Gates and Spencer foundations, which are among the many funders of The Hechinger Report.)\u003c/p>\n\u003cp>The early gains were substantial. Two-thirds of students entered high school below grade level in reading or math. Yet 76 percent of students admitted to small schools graduated, compared with 68 percent of those who lost the lottery — an 8 percentage point increase. Because more students finished in four years, the schools were cheaper on a per-graduate basis, MDRC found, even though they cost more per student and required more administrators overall.\u003c/p>\n\u003cp>College enrollment rose sharply as well. Fifty-three percent of small-school students enrolled in postsecondary education after high school, compared with 43 percent of the comparison group — a nearly 10 percentage point difference. Most attended a college within the City University of New York system.\u003c/p>\n\u003cp>Small schools enrolled roughly 100 students per grade, creating tighter communities where teachers and students were more likely to know one another. Rebecca Unterman, the MDRC researcher who led the study, said the relationships formed in these environments may help explain the graduation and college-going gains. Many schools also built advisory systems in which teachers met regularly with the same students to guide them through academic and emotional challenges and the college process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The longer-term picture is more sobering.\u003c/p>\n\u003cp>Although more students enrolled in both four- and two-year colleges, small school alumni did not complete community college in greater numbers than the comparison group. After six years, about 10 percent of students had earned an associate degree, roughly the same share as students who did not attend the small schools. Researchers also found no differences in employment or earnings.\u003c/p>\n\u003cp>There was one notable exception. Students who enrolled in four-year colleges were more likely to complete a bachelor’s degree if they had attended a small high school. Almost 15 percent of the small-school students earned a four-year degree within six years, compared with 12 percent of their peers.\u003c/p>\n\u003cp>Joel Klein was the New York City schools chancellor from 2002 to 2011 during the overhaul. Klein said the data shows that the small school effort was worthwhile. He considers it one of his most important accomplishments, along with the expansion of charter schools. Closing large high schools and replacing them with new ones required significant political will, he said, when it sparked resistance from the teachers union. Teachers weren’t guaranteed jobs in the new smaller schools and had to apply again or find another school to hire them.\u003c/p>\n\u003cp>New York wasn’t the only city to try small schools. Baltimore and Oakland, California, among others, also used Gates Foundation money to experiment with the concept. The \u003ca href=\"https://docs.gatesfoundation.org/documents/year4evaluationairsri.pdf\">results\u003c/a> were not encouraging.\u003c/p>\n\u003cp>Klein argues other cities failed to replicate New York’s success because they simply divided large schools into smaller units without building new cultures. In New York, aspiring principals submitted detailed proposals, just like charter schools, and schools opened gradually, adding one grade at a time.\u003c/p>\n\u003cp>There were unintended consequences in New York too. During the transition years between the closure of the old school and the slow ramp-up of the new small schools, seats were limited. Enrollments in the \u003ca href=\"https://www.centernyc.org/collateral-damage/\">remaining large schools\u003c/a> in the city rose. While some students enjoyed the intimacy of the new small schools, many more students suffered overcrowding.\u003c/p>\n\u003cp>Whether because of political resistance, replication challenges or shifting philanthropic priorities, the small-school movement eventually sputtered out. By the 2010s, would-be reformers had shifted their attention toward evaluating teacher effectiveness and school turnaround strategies.\u003c/p>\n\u003cp>Today, with enrollment declining in many districts, school consolidation, not expansion, dominates the conversation. MDRC’s Unterman said some districts are now exploring whether elements of the small school model — advisory systems or “schools within schools” — can be recreated inside larger campuses.\u003c/p>\n\u003cp>By all accounts, New York City’s small schools were a vast improvement over the foundering schools they replaced. A majority remain in operation, a testament to their staying power. However, the evidence they leave behind also underscores a hard truth. Improving high school can move important milestones, like getting more students to go to college. Altering students’ economic trajectories may require more radical change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about small high schools was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Jill Barshay’s \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For two decades, New York City’s small high schools stood out as one of the nation’s most ambitious — and controversial — urban education reforms. Now, a \u003ca href=\"https://www.mdrc.org/work/publications/enduring-success\">long-term study\u003c/a> provides a clearer picture of their successes and disappointments.\u003c/p>\n\u003cp>In the early 2000s, under former Mayor Michael Bloomberg, the city closed dozens of large high schools with high dropout rates in low-income neighborhoods and, with \u003ca href=\"https://hechingerreport.org/once-sold-as-the-solution-small-high-schools-are-now-on-the-back-burner/\">$150 million\u003c/a> from the Gates Foundation, replaced them with smaller ones, often located in the same buildings. Admission to more than 120 of the most popular new small schools was determined by lottery, creating the kind of random assignment researchers prize. (That represented the vast majority of the city’s 140 new small schools.) MDRC, a nonprofit research organization, followed four cohorts of students from the classes of 2009 through 2012 for six years after high school. (Disclosure: The \u003ca href=\"https://www.mdrc.org/work/publications/enduring-success\">MDRC analysis\u003c/a> was funded by the Gates and Spencer foundations, which are among the many funders of The Hechinger Report.)\u003c/p>\n\u003cp>The early gains were substantial. Two-thirds of students entered high school below grade level in reading or math. Yet 76 percent of students admitted to small schools graduated, compared with 68 percent of those who lost the lottery — an 8 percentage point increase. Because more students finished in four years, the schools were cheaper on a per-graduate basis, MDRC found, even though they cost more per student and required more administrators overall.\u003c/p>\n\u003cp>College enrollment rose sharply as well. Fifty-three percent of small-school students enrolled in postsecondary education after high school, compared with 43 percent of the comparison group — a nearly 10 percentage point difference. Most attended a college within the City University of New York system.\u003c/p>\n\u003cp>Small schools enrolled roughly 100 students per grade, creating tighter communities where teachers and students were more likely to know one another. Rebecca Unterman, the MDRC researcher who led the study, said the relationships formed in these environments may help explain the graduation and college-going gains. Many schools also built advisory systems in which teachers met regularly with the same students to guide them through academic and emotional challenges and the college process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The longer-term picture is more sobering.\u003c/p>\n\u003cp>Although more students enrolled in both four- and two-year colleges, small school alumni did not complete community college in greater numbers than the comparison group. After six years, about 10 percent of students had earned an associate degree, roughly the same share as students who did not attend the small schools. Researchers also found no differences in employment or earnings.\u003c/p>\n\u003cp>There was one notable exception. Students who enrolled in four-year colleges were more likely to complete a bachelor’s degree if they had attended a small high school. Almost 15 percent of the small-school students earned a four-year degree within six years, compared with 12 percent of their peers.\u003c/p>\n\u003cp>Joel Klein was the New York City schools chancellor from 2002 to 2011 during the overhaul. Klein said the data shows that the small school effort was worthwhile. He considers it one of his most important accomplishments, along with the expansion of charter schools. Closing large high schools and replacing them with new ones required significant political will, he said, when it sparked resistance from the teachers union. Teachers weren’t guaranteed jobs in the new smaller schools and had to apply again or find another school to hire them.\u003c/p>\n\u003cp>New York wasn’t the only city to try small schools. Baltimore and Oakland, California, among others, also used Gates Foundation money to experiment with the concept. The \u003ca href=\"https://docs.gatesfoundation.org/documents/year4evaluationairsri.pdf\">results\u003c/a> were not encouraging.\u003c/p>\n\u003cp>Klein argues other cities failed to replicate New York’s success because they simply divided large schools into smaller units without building new cultures. In New York, aspiring principals submitted detailed proposals, just like charter schools, and schools opened gradually, adding one grade at a time.\u003c/p>\n\u003cp>There were unintended consequences in New York too. During the transition years between the closure of the old school and the slow ramp-up of the new small schools, seats were limited. Enrollments in the \u003ca href=\"https://www.centernyc.org/collateral-damage/\">remaining large schools\u003c/a> in the city rose. While some students enjoyed the intimacy of the new small schools, many more students suffered overcrowding.\u003c/p>\n\u003cp>Whether because of political resistance, replication challenges or shifting philanthropic priorities, the small-school movement eventually sputtered out. By the 2010s, would-be reformers had shifted their attention toward evaluating teacher effectiveness and school turnaround strategies.\u003c/p>\n\u003cp>Today, with enrollment declining in many districts, school consolidation, not expansion, dominates the conversation. MDRC’s Unterman said some districts are now exploring whether elements of the small school model — advisory systems or “schools within schools” — can be recreated inside larger campuses.\u003c/p>\n\u003cp>By all accounts, New York City’s small schools were a vast improvement over the foundering schools they replaced. A majority remain in operation, a testament to their staying power. However, the evidence they leave behind also underscores a hard truth. Improving high school can move important milestones, like getting more students to go to college. Altering students’ economic trajectories may require more radical change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about small high schools was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Jill Barshay’s \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sometimes you meet a person and just know: \u003cem>You. \u003c/em>I want to be friends with\u003cem> you. \u003c/em>\u003c/p>\n\u003cp>The conversation flows. They make you laugh. You want to know more about them. So you say, “Hey, we should get together sometime!”\u003c/p>\n\u003cp>\u003ca href=\"https://www.katvellos.com/\" target=\"_blank\" rel=\"noopener\">\u003cu>Kat Vellos\u003c/u>\u003c/a>, author of \u003ca href=\"https://weshouldgettogether.com/book\" target=\"_blank\" rel=\"noopener\">\u003cem>\u003cu>We Should Get Together: The Secret to Cultivating Better Friendships\u003c/u>\u003c/em>\u003c/a>, has a better idea. Schedule an \u003cem>actual\u003c/em> time to hang out. “Pull out your calendar, pick a time, pick a thing to do together and follow through,” she says.\u003c/p>\n\u003cp>“‘Sometime’ is vague,” she says. “The more specific you are, the more likely you’re going to get together.”\u003c/p>\n\u003cp>If it’s been awhile since you’ve sought out a new friend and you’re feeling a bit rusty, try developing what Vellos calls “friendship intuition.” That means knowing who to prioritize, how to spend time together and what to do if the vibes just aren’t there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a conversation with Life Kit, Vellos shares insights on how to turn a stranger into a friend, based on scientific research and her work as a friendship coach. In that role, she helps people who are having a hard time making friends where they live, and talks to city leaders and urban planners about designing spaces for connection. This interview has been edited for length and clarity.\u003c/p>\n\u003ch2>\u003cstrong>Let’s talk about how to spot a friend in the wild. Maybe this is in a community space or a group dinner. How do you know if this person has friend potential? \u003c/strong>\u003c/h2>\n\u003cp>Notice who you feel warmth with, who you feel safe around. Also notice if they show curiosity about getting to know you more too.\u003c/p>\n\u003cp>It’s not necessarily the most exciting person in the room. They might have a lot of charisma and magnetic charm, but they might not make you feel grounded.\u003c/p>\n\u003ch2>\u003cstrong>Let’s say you meet someone who seems cool. How might you ask them to hang out? \u003c/strong>\u003c/h2>\n\u003cp>A common mistake that people make when they’re trying to build a new friendship is they wait too long to see that new acquaintance again. And in that time, the spark can fizzle out.\u003c/p>\n\u003cp>There’s research about how long it takes to convert an acquaintance into a friend. It comes from the work of \u003ca href=\"https://coms.ku.edu/people/jeffrey-hall\" target=\"_blank\" rel=\"noopener\">\u003cu>Jeffrey Hall\u003c/u>\u003c/a>\u003cu>,\u003c/u> [a professor of communication studies] at University of Kansas.\u003c/p>\n\u003cp>He quantified \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0265407518761225\" target=\"_blank\" rel=\"noopener\">\u003cu>how many hours it takes\u003c/u>\u003c/a> to convert a stranger into a friend: More than 30 for a casual friend. [Those hours] really need to be compressed, preferably in those first several weeks of meeting each other.\u003c/p>\n\u003cp>This research confirms what your intuition might say, which is: If you spend a lot of time together when the relationship is new, it’s more likely to stick.\u003c/p>\n\u003cp>A lot of times, adults will follow some kind of arbitrary rule that says you can’t hang out two days in a row, or you can’t see somebody more than once a week. Unfortunately, this is why so many friendships fizzle out.\u003c/p>\n\u003ch2>\u003cstrong>As for what to do together, you suggest picking an activity that’s memorable. \u003c/strong>\u003c/h2>\n\u003cp>Coffee dates are fine. A lot of people default to them for a first date. But coffee is forgettable. It doesn’t feel important. It’s easy to cancel and it doesn’t give you a lot of fodder for conversation.\u003c/p>\n\u003cp>So pick something that’s a little more interesting. It’s going to amp up the excitement, [and people are more likely] not to cancel.\u003c/p>\n\u003cp>So if you tell me you’re into knitting, I might be like, “Hey, there’s this exhibit of really cool yarn art. Do you wanna go?” You’re probably more likely to say yes because it’s something you actually care about.\u003c/p>\n\u003cp>There’s another benefit. \u003ca href=\"https://www.researchgate.net/publication/320082393_Sharing_Extraordinary_Experiences_Fosters_Feelings_of_Closeness\" target=\"_blank\" rel=\"noopener\">\u003cu>Researchers at Cornell University\u003c/u>\u003c/a> found that when people who don’t know each other very well do an out-of-the-ordinary experience together, that bonds them a lot faster than doing a run-of-the-mill activity, like just another coffee.\u003c/p>\n\u003cp>When we do something a little unusual, that novelty draws both of your attention and gives you a memory you can have together. [Going to] a classic car show or a vegan food truck festival is going to be a lot more memorable than that latte.\u003c/p>\n\u003ch2>\u003cstrong>What if you start hanging out and realize you don’t actually like them? \u003c/strong>\u003c/h2>\n\u003cp>It’s OK not to take this train all the way to the bestie station.\u003c/p>\n\u003cp>Decide if you actually want to stop seeing them, or if you simply want to move them into the outer ring of connection.\u003c/p>\n\u003cp>There really are rings. There’s your inner circle. The next ring is friends you might invite to a birthday party. The next ring is [people you’d] be happy to see randomly, but don’t seek out. Then it’s [people] who you’re OK with being strangers.\u003c/p>\n\u003ch2>\u003cstrong>Let’s say you do have a new friend. It’s going well. You’ve been out a few times. What are some ways to make the friendship stick? \u003c/strong>\u003c/h2>\n\u003cp>I often say there’s four seeds of connection: compatibility, frequency, proximity and commitment. I describe this in my book. If these four elements are present, it is more likely that this friendship is going to last.\u003c/p>\n\u003cp>The first one is compatibility. Hopefully there’s enough mutual interest and chemistry there that you want to keep going. Then it’s frequency. How often are you seeing each other? Proximity is how much time you can spend in person, face-to-face. How close can you be?\u003c/p>\n\u003cp>Over time, if you’re both committed, you both become dedicated to the friendship.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The story was edited by Meghan Keane. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\" target=\"_blank\" rel=\"noopener\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes you meet a person and just know: \u003cem>You. \u003c/em>I want to be friends with\u003cem> you. \u003c/em>\u003c/p>\n\u003cp>The conversation flows. They make you laugh. You want to know more about them. So you say, “Hey, we should get together sometime!”\u003c/p>\n\u003cp>\u003ca href=\"https://www.katvellos.com/\" target=\"_blank\" rel=\"noopener\">\u003cu>Kat Vellos\u003c/u>\u003c/a>, author of \u003ca href=\"https://weshouldgettogether.com/book\" target=\"_blank\" rel=\"noopener\">\u003cem>\u003cu>We Should Get Together: The Secret to Cultivating Better Friendships\u003c/u>\u003c/em>\u003c/a>, has a better idea. Schedule an \u003cem>actual\u003c/em> time to hang out. “Pull out your calendar, pick a time, pick a thing to do together and follow through,” she says.\u003c/p>\n\u003cp>“‘Sometime’ is vague,” she says. “The more specific you are, the more likely you’re going to get together.”\u003c/p>\n\u003cp>If it’s been awhile since you’ve sought out a new friend and you’re feeling a bit rusty, try developing what Vellos calls “friendship intuition.” That means knowing who to prioritize, how to spend time together and what to do if the vibes just aren’t there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a conversation with Life Kit, Vellos shares insights on how to turn a stranger into a friend, based on scientific research and her work as a friendship coach. In that role, she helps people who are having a hard time making friends where they live, and talks to city leaders and urban planners about designing spaces for connection. This interview has been edited for length and clarity.\u003c/p>\n\u003ch2>\u003cstrong>Let’s talk about how to spot a friend in the wild. Maybe this is in a community space or a group dinner. How do you know if this person has friend potential? \u003c/strong>\u003c/h2>\n\u003cp>Notice who you feel warmth with, who you feel safe around. Also notice if they show curiosity about getting to know you more too.\u003c/p>\n\u003cp>It’s not necessarily the most exciting person in the room. They might have a lot of charisma and magnetic charm, but they might not make you feel grounded.\u003c/p>\n\u003ch2>\u003cstrong>Let’s say you meet someone who seems cool. How might you ask them to hang out? \u003c/strong>\u003c/h2>\n\u003cp>A common mistake that people make when they’re trying to build a new friendship is they wait too long to see that new acquaintance again. And in that time, the spark can fizzle out.\u003c/p>\n\u003cp>There’s research about how long it takes to convert an acquaintance into a friend. It comes from the work of \u003ca href=\"https://coms.ku.edu/people/jeffrey-hall\" target=\"_blank\" rel=\"noopener\">\u003cu>Jeffrey Hall\u003c/u>\u003c/a>\u003cu>,\u003c/u> [a professor of communication studies] at University of Kansas.\u003c/p>\n\u003cp>He quantified \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0265407518761225\" target=\"_blank\" rel=\"noopener\">\u003cu>how many hours it takes\u003c/u>\u003c/a> to convert a stranger into a friend: More than 30 for a casual friend. [Those hours] really need to be compressed, preferably in those first several weeks of meeting each other.\u003c/p>\n\u003cp>This research confirms what your intuition might say, which is: If you spend a lot of time together when the relationship is new, it’s more likely to stick.\u003c/p>\n\u003cp>A lot of times, adults will follow some kind of arbitrary rule that says you can’t hang out two days in a row, or you can’t see somebody more than once a week. Unfortunately, this is why so many friendships fizzle out.\u003c/p>\n\u003ch2>\u003cstrong>As for what to do together, you suggest picking an activity that’s memorable. \u003c/strong>\u003c/h2>\n\u003cp>Coffee dates are fine. A lot of people default to them for a first date. But coffee is forgettable. It doesn’t feel important. It’s easy to cancel and it doesn’t give you a lot of fodder for conversation.\u003c/p>\n\u003cp>So pick something that’s a little more interesting. It’s going to amp up the excitement, [and people are more likely] not to cancel.\u003c/p>\n\u003cp>So if you tell me you’re into knitting, I might be like, “Hey, there’s this exhibit of really cool yarn art. Do you wanna go?” You’re probably more likely to say yes because it’s something you actually care about.\u003c/p>\n\u003cp>There’s another benefit. \u003ca href=\"https://www.researchgate.net/publication/320082393_Sharing_Extraordinary_Experiences_Fosters_Feelings_of_Closeness\" target=\"_blank\" rel=\"noopener\">\u003cu>Researchers at Cornell University\u003c/u>\u003c/a> found that when people who don’t know each other very well do an out-of-the-ordinary experience together, that bonds them a lot faster than doing a run-of-the-mill activity, like just another coffee.\u003c/p>\n\u003cp>When we do something a little unusual, that novelty draws both of your attention and gives you a memory you can have together. [Going to] a classic car show or a vegan food truck festival is going to be a lot more memorable than that latte.\u003c/p>\n\u003ch2>\u003cstrong>What if you start hanging out and realize you don’t actually like them? \u003c/strong>\u003c/h2>\n\u003cp>It’s OK not to take this train all the way to the bestie station.\u003c/p>\n\u003cp>Decide if you actually want to stop seeing them, or if you simply want to move them into the outer ring of connection.\u003c/p>\n\u003cp>There really are rings. There’s your inner circle. The next ring is friends you might invite to a birthday party. The next ring is [people you’d] be happy to see randomly, but don’t seek out. Then it’s [people] who you’re OK with being strangers.\u003c/p>\n\u003ch2>\u003cstrong>Let’s say you do have a new friend. It’s going well. You’ve been out a few times. What are some ways to make the friendship stick? \u003c/strong>\u003c/h2>\n\u003cp>I often say there’s four seeds of connection: compatibility, frequency, proximity and commitment. I describe this in my book. If these four elements are present, it is more likely that this friendship is going to last.\u003c/p>\n\u003cp>The first one is compatibility. Hopefully there’s enough mutual interest and chemistry there that you want to keep going. Then it’s frequency. How often are you seeing each other? Proximity is how much time you can spend in person, face-to-face. How close can you be?\u003c/p>\n\u003cp>Over time, if you’re both committed, you both become dedicated to the friendship.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The story was edited by Meghan Keane. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\" target=\"_blank\" rel=\"noopener\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In recent years, public interest in school boards has dropped, and what we do hear about usually has to do with a meeting gone rogue. And voter turnout for school board elections remains really low at an average of about 10 percent.\u003c/p>\n\u003cp>Scott R. Levy, a lecturer at Harvard’s Graduate School of Education, argues that this is an issue worth paying attention to because restoring power to school boards would hold the answer to public education reform and create true positive change.\u003c/p>\n\u003cp>Levy spent the first 20 years of his professional career as an investment banker, but he left his job on Wall Street after volunteering at his kids’ public school. That’s where he fell in love with the world of school governance. In 2015 he won his first elected seat on a school board, a seat that he held for the next 10 years.\u003c/p>\n\u003cp>In this episode we discuss his new book, “\u003ca href=\"https://mitpress.mit.edu/9780262552721/why-school-boards-matter/\">Why School Boards Matter: Reclaiming The Heart of American Education and Democracy.\u003c/a>”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5042213997\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> So just to get us launched into the topic, can you give me a brief and basic explanation of the configuration and function of a school board?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Sure. So think of the board as a governance body. The board is not supposed to be running the schools day to day. Anytime you see a board member as a person running the school day to day, that’s a problem. They’re there to oversee budget allocation and to think about policy and think about strategic priorities and to ultimately choose a superintendent and then manage the superintendent.\u003c/p>\n\u003cp>I think it’s safe to say that there are very few people that are doing school board service for the money because it really is a labor of love. Board members come from all walks of life. There’s really no requirements per se, other than you have to be 18 years old in most places. You have to be a citizen and be able to vote and you have to certainly have residency in that community. So there are some restrictions, but otherwise it’s open to anyone.\u003c/p>\n\u003cp>You don’t need to have a student in the public schools. It could be that their kids attend private school. There aren’t rules around that. And so it’s really meant to be little “d” democracy. It’s whoever the public believes should be in that seat. In a school board, you really don’t have power over who’s serving with you. It’s decided by the public as it should be through the voting process.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You state in the introduction of your book that school boards are the vital organ for education decision making. Why do you think that there seems to be this broad lack of awareness or misunderstanding about how a school board might serve the public?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Well, I’ll tell you a story about when I first won my local election and became a school board member. I was walking down the street in my town and I got stopped by somebody that I knew. And they came up to me and they said, “Oh, congratulations, Scott. I heard you won the school board race. And that’s great because I’m going to be watching you on the web because, you know, the meetings are streamed so that any citizen can watch the meetings.” And I was really excited. I’m like, “wow, somebody actually watches these meetings.” And then he went on to say, yeah, yeah. I’ve been having trouble falling asleep. And so it’s super helpful to watch these meetings, because they’re really boring.\u003c/p>\n\u003cp>And many board meetings are somewhat routine. And that may be why there’s not a lot of attention on it. You’re going through budget line items, and it’s very technical. But I think, certainly, things changed in 2020 when COVID hit. And there were a lot of extremely important decisions that had to be made, and they had to be made very quickly. And they were decisions that there was a lot of attention over. And so the spotlight started to shine on school board rooms where a lot of these debates were happening. And then ever since 2020, there have been this constant stream of issues that have been adjudicated in boardrooms that have gotten a lot of attention.\u003cem> \u003c/em>\u003c/p>\n\u003cp>So I think now people have more awareness, but having said that, people are, I think, generally focused on the clips that we may see on social media that sometimes have millions of hits where there’s arguments and they’re talking about really contentious cultural issues that divide us. But at the end of the day, if you walk into most school board meetings, whether it’s policy, budget. High level curriculum decisions, you’re focusing on various programs and initiatives. That’s what most of the discussion will be about.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That’s the gist that I get. I’ve seen those viral moments online, but when I have clicked into a live stream of a school board meeting, it is probably what most might say is a mundane meeting of a couple folks in the room trying to make decisions. Maybe a couple people show up.\u003c/p>\n\u003cp>It’s only recent, and when I say recent, recent in American history that school boards have lost some of their power, sometimes due to school reform policy. Can you explain some of that historical significance of this loss of power and where the power that school boards used to hold has now been delegated to?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Absolutely. It’s so interesting when you look back to early American history, school boards existed and they did absolutely everything. The states would ultimately have power to be responsible for public education, but they delegated authority to school boards to not only govern the schools, but even do the administration work because back in early days there was not even a superintendency.\u003c/p>\n\u003cp>And now in the days that we’ve seen of the 21st century, to your point, there’s been an incredible shift of power to states, mostly, and to some extent, the federal government. And there’s some really good and legitimate reasons for this.\u003c/p>\n\u003cp>Think about Brown versus Board of Education, where from a civil rights perspective, the federal judiciary decided to step in and make things right because it wasn’t happening correctly at the local level and there was inequity. Think about the way schools are funded, which historically was property taxes, where in many states there were communities that just simply could not fund the public schools to any sort of a basic level. So in many respects, there were a series of lawsuits that came about that really, you know, demanded that the state step in and be that equilibrating mechanism to fund schools to a level where students are getting a very appropriate public education, regardless of where they live. And so there are a lot of good reasons.\u003c/p>\n\u003cp>Then there are also probably some more sinister reasons. Education is a very large component of our economy. People care deeply about education. It affects a lot of families. And so certainly governors, legislators at the state level and at the federal level, look at that and say, ooh, maybe I should also be charged with having a role in education. So a lot the power has shifted to state and federal players. So I think we all need to step back and think about the fact of whether or not we agree with the particular approach any state is taking. Is that the right mechanism to have all that happen at the state level?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I also just wanted to ask you very quickly about the power that school boards hold after the dismantling of the Department of Education.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>I think there’s been a general sense that when certainly the current administration, the Trump administration, they were campaigning, they’re campaigning on pushing a lot of power back to states and localities, which in many respects would be commensurate with my thesis of how local districts should have a degree of autonomy. And boards are really important and can do a lot of good in trying to steer American education in a positive direction.\u003c/p>\n\u003cp>But I think what we’ve certainly seen over the last bunch of months is a continuation of the fact that the federal government is quite involved. So regardless of what we hear about the Department of Education shrinking or potentially being abolished, we’ve seen examples of where the federal government has certainly exerted power in places that they see something they don’t like. And I think that’s what we’ve seen in many administrations.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> I wanted to ask about education reform policy and some of the tensions that we see between these big reforms that might happen, one that just always sticks in my mind as common core. What would you say to someone, and I’m talking about voters, who believe that reform policy is the way forward and have kind of lost faith in the school board as an institution.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>The first thing I would say is that school boards are far from perfect. And there are many boards that certainly make decisions that many of us may look at and say are flawed. And I think there’s no perfect system to govern schools. Having said all that, I think in my mind, school boards are the place where governance can happen in a way that involves the community. And also provides a deep understanding of the district itself, because school boards are part of the districts.\u003c/p>\n\u003cp>At the end of the day, districts are very different in this country and they don’t have the same problems. You may have a district that has enrollment that’s dramatically increasing. You may have a district next door that has declining enrollment. That means incredibly different things in terms of how to manage a budget, how to manage operations, how to manage personnel. You could have a district in the same county that is in the 99th percentile in academic outcomes but has a stress and anxiety issue in their high school. And then the district next door might be below proficiency in math and reading. And you need to think about solutions that are very different in those two schools. And it’s extremely hard, I think, to come up with good one-size-fits-all policies that are gonna solve all our problems. And if you do, inevitably, you’re going to hit a roadblock.\u003cem> \u003c/em>\u003c/p>\n\u003cp>When the local communities aren’t vested in these programs, in these policies, and we see time and time again, Common Core being an example where it backfires. Because I think it’s so important to have people on the ground that are going to be affected be part of the process to come up with, ultimately, the solutions. And so that’s why I keep coming back to the fact that with all of its flaws, school boards are places that I think we should invest in. So if we started to focus our reform attention there, I actually think we could do a lot of good. And the funny thing is that reformers have looked at every place in the universe except for school boards.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You brought up something that kind of reminded me of a huge issue that I hear from, and I think a lot of people have heard from educators when it comes to education reform policy is that the experts who are the teachers in the classroom are not being consulted for these massive changes, or they are not been consulted in the ways that, you know, I think most of them would feel is appropriate.\u003c/p>\n\u003cp>Can you talk a little bit about the partnership that teachers and educators might have with school boards on the granular level where teachers don’t have to remain in this frustrated state of not seeing any change or not seeing any trust in their expertise or professionalism.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Yes. And I will start by saying that my mom was a kindergarten teacher in public school for over 30 years and I talked to her a lot about what her experience was like when I first became a school board member and ever since then I’ve looked at a lot of the research on teacher attrition and teacher satisfaction which should trouble all of us because the numbers are as we know not what they should be for a profession that’s so noble and and so important. And I think that one of the things that always comes out of studies that are done is the lack of autonomy that teachers feel, to your point, that their expertise isn’t valued, that they don’t have a say over what they’re doing.\u003c/p>\n\u003cp>And one of things that I talk about in my book is initiative fatigue. And it’s something that I always knew about because corporations have initiative fatigue, but when I got to education and my mom told me about this, I realized it was at a different level. And by the time you get to a classroom, if you think about all of the people that throw initiatives at schools, you have federal initiatives, you have state legislative initiatives, you have governors that come in with initiatives, every state has of course a regulatory body, a state school board in New York State and California, we have the regions, and they have initiatives. Then you have board members and the board as a whole that have initiatives, you have administrators at the centralized level, and then of course you have building administrators. And so that’s true. It’s very suffocating.\u003c/p>\n\u003cp>And so one of the things I talk about is how, again, if we try to be mindful of getting a better balance between state, federal, and local control, where the local governance entity does have more say over initiative flow, and then you had boards that were thoughtful about having a reasonable number of initiatives at any one time, I think naturally what’s gonna happen is that teachers have a better voice. Because a good board knows that board members are not professional educators and boards have to listen to administrators and teachers in their district. When decisions are made up above, it’s incredibly hard. You might have a committee of a teacher from here and a teacher from there, but we know that it’s not a grassroots effort when a decision’s made at a state or even a national level.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain what it takes to establish and maintain that relationship between local teachers and the school board? What does that look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>With teachers in particular, if you think about it, boards often have committees, and committees might have representation of teachers and of administrators from different buildings. That’s one way that there could be a really good dialog. There’s often groups like, for instance, the PTA, where you’ll have teachers, and you’ll have parents together, and board members can be a liaison to that group or present, and update on what’s going on at the district level.\u003c/p>\n\u003cp>In many districts, there’s a tradition of board members visiting schools once a year. So you get to maybe go into a classroom and see what’s going on. You would never do that every day, but to do that, to get a sense and a flavor for what’s happening in classrooms, that’s an amazing way to do it as well. Some districts have maybe the board president address teachers once a year. And that’s a really interesting and helpful way, I think also to build a relationship. So there are many ways and it’s important. It’s super important.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>So we just talked about partnership between educators and school boards, and you do say in your book that school boards are a mechanism for parent influence. Can you explain that mechanism, what that might look like coming from a parent who has maybe never voted in a local election, seeing an issue with their school and then becoming involved? What does that pathway look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So one of the things that I did, which I think was the most fun when I was researching for the book was I went back into the archives and I did ask the question, it seems like there are so many scenes around the country of very angry parents really yelling and screaming at school boards, has it always been this way or is this something new? And there’s no doubt what I found when you look back is that there have always been points in history where you’ve seen parent anger come out. And I think there’s a very natural question that underlies all of these battles, which is where is the line between parent rights and government control? And I do think that sometimes we’re very quick to either dismiss or to re-emphasize some parent point that is being espoused. But all of us, if we sat in the room and we polled 10 of us, let’s say, and we said, okay, where is that line? We might delineate that line at a slightly different point.\u003c/p>\n\u003cp>So if you go back to the early 1900s, and I do this in my book, and it’s quite extraordinary, you could see the same exact language being used by parents at school board meetings saying, you can’t vaccinate my kids. If you vaccinate, my kids, you’re violating my rights and their rights, and you’re evaluating my constitutional rights. And they were doing that over the smallpox vaccine. And during COVID, we saw the same thing around the COVID vaccine. And that’s just one example. And so throughout American history, we’ve had this tension. So I think it’s very natural.\u003c/p>\n\u003cp>I think the other bit of tension is indoctrination versus education. Where is that line? And so I think we just have to have a little bit of grace in a way. And I think, the best we could do is say that sometimes people are going to be disagreeing on these subjects. And how do we want to resolve them? I think there’s no better way than with full transparency. In your local community. I think the other piece of your question, though, is if I’m a parent and I’m angry about something, what do I do? Start out, if it’s an issue in a classroom, with the teacher. Go to the teacher, have a conversation, and if that doesn’t work and you’re not satisfied, of course you have the right to talk to the principal or talk to the assistant principal. And if you’re still very unsatisfied, then you can bring it up, but you really don’t want to jump to the school board over the backs of many teachers, administrators that then will not have a chance to solve that problem with you first. If it’s an issue about, let’s say policy or budget allocation that clearly falls in the realm of the board, then of course, um, you have every right to go to the board, but you can also call a board member. If you see a board member at a soccer match or in church, you can certainly have discussions about things that are on your mind and air them, and then of course you have that right to be part of the public comment period too.\u003c/p>\n\u003cp>And the other thing that I would also add which is I think something that you always have to think about when you’re a school board member is If somebody comes to public comment and they express concern about a particular issue You always want to listen. It’s incredibly important to listen and to decide, um, you know whether you understand that viewpoint whether you agree with that viewpoint or not, but you don’t know for sure whether or not that viewpoint is 1% of your community or whether it represents 65% of your community. And I just believe that you have to be in touch with your community in lots of different ways and just have lots of data points so that you do get a sense of what the sentiment is like out there.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Also, speaking of parent influence, we’ve seen a lot of what I think would have been referred to as fringe movements of charter schools and homeschooling. We’re seeing that become a lot more mainstream, not just to talk about, but to practice. And obviously, the system of charter schools is becoming heavily influenced by school systems and there is a relationship between school boards. Charter schools, and also homeschooling.\u003c/p>\n\u003cp>So can you kind of explain some of the influence or partnership that school boards have on those types of systems, and what people and voters can pay attention to when it comes to those educational practices?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Particularly with charter schools, the rules are different depending on what state you’re in. And sometimes school boards have a very influential role in whether or not a charter school can exist. And in other cases, the school board may have absolutely no power and no say. And really what happens is the charter decision is made more centrally at the state level by maybe the state board or one of the state entities.\u003c/p>\n\u003cp>I also think that there are a lot of interesting implications when you think about this long term. And I’ll give you one case study that happened in New York that I think could be an interesting microcosm of the situation that can happen in other parts of the country if you fast forward 10, 20 years from now and school choice and vouchers become more commonplace. And it’s actually a district that I attended when I was a kid and now is governed by board, the majority of whom send their kids to private school and it’s created an incredibly complex situation where there is a tremendous rift and rift is an understatement between the public school community and the private school community around the way the public district is being managed. On the one hand these are people that pay taxes and they have every right to, you know, run for school board and they’re winning the elections fair and square. On the other hand, you have individuals that are making decisions about a public school system, where many in the public school community argue are not in the best interest of public school students. And so there’s just incredible amounts of tension. And so you can see this being something that could happen in many communities down the road, if we have many, many more students that are not in the public system, and you might have the preponderance of voters that are in the not public system.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanted to end on something that maybe is a little bit uplifting and positive and what you hope to see. Who should care about school boards or how should they care?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So to end on a positive note, I think that one thing that I would think that all listeners may agree with is that when we look at our national politics, regardless of what side you’re on, I think it is clear that we have more polarization than we’ve ever had in recent history. And I do believe that when we look at local school districts, the reason that everybody should care is because they are a mechanism to potentially reduce polarization.\u003c/p>\n\u003cp>On the one hand, I know we see these scenes of people fighting in boardrooms here, like, how could they reduce polarization? It looks like boardrooms are incredibly polarized. But I would contend that they are the one place where people that have differences of opinion actually come together in person. And because everything is transparent and because local community members have a voice at the microphone, people can actually express their view. And if that view is diametrically different, others have to listen. And there is something incredibly American about that.\u003c/p>\n\u003cp>And I think that there’s this healing process in the fact that we can unify around what happens in a school board room, which is that people of all walks of life that have very different political beliefs can come express their view and have to be listened to. And maybe, just maybe we can realize that sometimes people with very opposing views from a policy perspective might be both coming from a good place, it’s just different places.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> This does seem like a giant lesson in civics. I really appreciate your time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Oh, it’s my pleasure being with you.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In recent years, public interest in school boards has dropped, and what we do hear about usually has to do with a meeting gone rogue. And voter turnout for school board elections remains really low at an average of about 10 percent.\u003c/p>\n\u003cp>Scott R. Levy, a lecturer at Harvard’s Graduate School of Education, argues that this is an issue worth paying attention to because restoring power to school boards would hold the answer to public education reform and create true positive change.\u003c/p>\n\u003cp>Levy spent the first 20 years of his professional career as an investment banker, but he left his job on Wall Street after volunteering at his kids’ public school. That’s where he fell in love with the world of school governance. In 2015 he won his first elected seat on a school board, a seat that he held for the next 10 years.\u003c/p>\n\u003cp>In this episode we discuss his new book, “\u003ca href=\"https://mitpress.mit.edu/9780262552721/why-school-boards-matter/\">Why School Boards Matter: Reclaiming The Heart of American Education and Democracy.\u003c/a>”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5042213997\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> So just to get us launched into the topic, can you give me a brief and basic explanation of the configuration and function of a school board?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Sure. So think of the board as a governance body. The board is not supposed to be running the schools day to day. Anytime you see a board member as a person running the school day to day, that’s a problem. They’re there to oversee budget allocation and to think about policy and think about strategic priorities and to ultimately choose a superintendent and then manage the superintendent.\u003c/p>\n\u003cp>I think it’s safe to say that there are very few people that are doing school board service for the money because it really is a labor of love. Board members come from all walks of life. There’s really no requirements per se, other than you have to be 18 years old in most places. You have to be a citizen and be able to vote and you have to certainly have residency in that community. So there are some restrictions, but otherwise it’s open to anyone.\u003c/p>\n\u003cp>You don’t need to have a student in the public schools. It could be that their kids attend private school. There aren’t rules around that. And so it’s really meant to be little “d” democracy. It’s whoever the public believes should be in that seat. In a school board, you really don’t have power over who’s serving with you. It’s decided by the public as it should be through the voting process.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You state in the introduction of your book that school boards are the vital organ for education decision making. Why do you think that there seems to be this broad lack of awareness or misunderstanding about how a school board might serve the public?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Well, I’ll tell you a story about when I first won my local election and became a school board member. I was walking down the street in my town and I got stopped by somebody that I knew. And they came up to me and they said, “Oh, congratulations, Scott. I heard you won the school board race. And that’s great because I’m going to be watching you on the web because, you know, the meetings are streamed so that any citizen can watch the meetings.” And I was really excited. I’m like, “wow, somebody actually watches these meetings.” And then he went on to say, yeah, yeah. I’ve been having trouble falling asleep. And so it’s super helpful to watch these meetings, because they’re really boring.\u003c/p>\n\u003cp>And many board meetings are somewhat routine. And that may be why there’s not a lot of attention on it. You’re going through budget line items, and it’s very technical. But I think, certainly, things changed in 2020 when COVID hit. And there were a lot of extremely important decisions that had to be made, and they had to be made very quickly. And they were decisions that there was a lot of attention over. And so the spotlight started to shine on school board rooms where a lot of these debates were happening. And then ever since 2020, there have been this constant stream of issues that have been adjudicated in boardrooms that have gotten a lot of attention.\u003cem> \u003c/em>\u003c/p>\n\u003cp>So I think now people have more awareness, but having said that, people are, I think, generally focused on the clips that we may see on social media that sometimes have millions of hits where there’s arguments and they’re talking about really contentious cultural issues that divide us. But at the end of the day, if you walk into most school board meetings, whether it’s policy, budget. High level curriculum decisions, you’re focusing on various programs and initiatives. That’s what most of the discussion will be about.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That’s the gist that I get. I’ve seen those viral moments online, but when I have clicked into a live stream of a school board meeting, it is probably what most might say is a mundane meeting of a couple folks in the room trying to make decisions. Maybe a couple people show up.\u003c/p>\n\u003cp>It’s only recent, and when I say recent, recent in American history that school boards have lost some of their power, sometimes due to school reform policy. Can you explain some of that historical significance of this loss of power and where the power that school boards used to hold has now been delegated to?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Absolutely. It’s so interesting when you look back to early American history, school boards existed and they did absolutely everything. The states would ultimately have power to be responsible for public education, but they delegated authority to school boards to not only govern the schools, but even do the administration work because back in early days there was not even a superintendency.\u003c/p>\n\u003cp>And now in the days that we’ve seen of the 21st century, to your point, there’s been an incredible shift of power to states, mostly, and to some extent, the federal government. And there’s some really good and legitimate reasons for this.\u003c/p>\n\u003cp>Think about Brown versus Board of Education, where from a civil rights perspective, the federal judiciary decided to step in and make things right because it wasn’t happening correctly at the local level and there was inequity. Think about the way schools are funded, which historically was property taxes, where in many states there were communities that just simply could not fund the public schools to any sort of a basic level. So in many respects, there were a series of lawsuits that came about that really, you know, demanded that the state step in and be that equilibrating mechanism to fund schools to a level where students are getting a very appropriate public education, regardless of where they live. And so there are a lot of good reasons.\u003c/p>\n\u003cp>Then there are also probably some more sinister reasons. Education is a very large component of our economy. People care deeply about education. It affects a lot of families. And so certainly governors, legislators at the state level and at the federal level, look at that and say, ooh, maybe I should also be charged with having a role in education. So a lot the power has shifted to state and federal players. So I think we all need to step back and think about the fact of whether or not we agree with the particular approach any state is taking. Is that the right mechanism to have all that happen at the state level?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I also just wanted to ask you very quickly about the power that school boards hold after the dismantling of the Department of Education.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>I think there’s been a general sense that when certainly the current administration, the Trump administration, they were campaigning, they’re campaigning on pushing a lot of power back to states and localities, which in many respects would be commensurate with my thesis of how local districts should have a degree of autonomy. And boards are really important and can do a lot of good in trying to steer American education in a positive direction.\u003c/p>\n\u003cp>But I think what we’ve certainly seen over the last bunch of months is a continuation of the fact that the federal government is quite involved. So regardless of what we hear about the Department of Education shrinking or potentially being abolished, we’ve seen examples of where the federal government has certainly exerted power in places that they see something they don’t like. And I think that’s what we’ve seen in many administrations.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> I wanted to ask about education reform policy and some of the tensions that we see between these big reforms that might happen, one that just always sticks in my mind as common core. What would you say to someone, and I’m talking about voters, who believe that reform policy is the way forward and have kind of lost faith in the school board as an institution.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>The first thing I would say is that school boards are far from perfect. And there are many boards that certainly make decisions that many of us may look at and say are flawed. And I think there’s no perfect system to govern schools. Having said all that, I think in my mind, school boards are the place where governance can happen in a way that involves the community. And also provides a deep understanding of the district itself, because school boards are part of the districts.\u003c/p>\n\u003cp>At the end of the day, districts are very different in this country and they don’t have the same problems. You may have a district that has enrollment that’s dramatically increasing. You may have a district next door that has declining enrollment. That means incredibly different things in terms of how to manage a budget, how to manage operations, how to manage personnel. You could have a district in the same county that is in the 99th percentile in academic outcomes but has a stress and anxiety issue in their high school. And then the district next door might be below proficiency in math and reading. And you need to think about solutions that are very different in those two schools. And it’s extremely hard, I think, to come up with good one-size-fits-all policies that are gonna solve all our problems. And if you do, inevitably, you’re going to hit a roadblock.\u003cem> \u003c/em>\u003c/p>\n\u003cp>When the local communities aren’t vested in these programs, in these policies, and we see time and time again, Common Core being an example where it backfires. Because I think it’s so important to have people on the ground that are going to be affected be part of the process to come up with, ultimately, the solutions. And so that’s why I keep coming back to the fact that with all of its flaws, school boards are places that I think we should invest in. So if we started to focus our reform attention there, I actually think we could do a lot of good. And the funny thing is that reformers have looked at every place in the universe except for school boards.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>You brought up something that kind of reminded me of a huge issue that I hear from, and I think a lot of people have heard from educators when it comes to education reform policy is that the experts who are the teachers in the classroom are not being consulted for these massive changes, or they are not been consulted in the ways that, you know, I think most of them would feel is appropriate.\u003c/p>\n\u003cp>Can you talk a little bit about the partnership that teachers and educators might have with school boards on the granular level where teachers don’t have to remain in this frustrated state of not seeing any change or not seeing any trust in their expertise or professionalism.\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Yes. And I will start by saying that my mom was a kindergarten teacher in public school for over 30 years and I talked to her a lot about what her experience was like when I first became a school board member and ever since then I’ve looked at a lot of the research on teacher attrition and teacher satisfaction which should trouble all of us because the numbers are as we know not what they should be for a profession that’s so noble and and so important. And I think that one of the things that always comes out of studies that are done is the lack of autonomy that teachers feel, to your point, that their expertise isn’t valued, that they don’t have a say over what they’re doing.\u003c/p>\n\u003cp>And one of things that I talk about in my book is initiative fatigue. And it’s something that I always knew about because corporations have initiative fatigue, but when I got to education and my mom told me about this, I realized it was at a different level. And by the time you get to a classroom, if you think about all of the people that throw initiatives at schools, you have federal initiatives, you have state legislative initiatives, you have governors that come in with initiatives, every state has of course a regulatory body, a state school board in New York State and California, we have the regions, and they have initiatives. Then you have board members and the board as a whole that have initiatives, you have administrators at the centralized level, and then of course you have building administrators. And so that’s true. It’s very suffocating.\u003c/p>\n\u003cp>And so one of the things I talk about is how, again, if we try to be mindful of getting a better balance between state, federal, and local control, where the local governance entity does have more say over initiative flow, and then you had boards that were thoughtful about having a reasonable number of initiatives at any one time, I think naturally what’s gonna happen is that teachers have a better voice. Because a good board knows that board members are not professional educators and boards have to listen to administrators and teachers in their district. When decisions are made up above, it’s incredibly hard. You might have a committee of a teacher from here and a teacher from there, but we know that it’s not a grassroots effort when a decision’s made at a state or even a national level.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain what it takes to establish and maintain that relationship between local teachers and the school board? What does that look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>With teachers in particular, if you think about it, boards often have committees, and committees might have representation of teachers and of administrators from different buildings. That’s one way that there could be a really good dialog. There’s often groups like, for instance, the PTA, where you’ll have teachers, and you’ll have parents together, and board members can be a liaison to that group or present, and update on what’s going on at the district level.\u003c/p>\n\u003cp>In many districts, there’s a tradition of board members visiting schools once a year. So you get to maybe go into a classroom and see what’s going on. You would never do that every day, but to do that, to get a sense and a flavor for what’s happening in classrooms, that’s an amazing way to do it as well. Some districts have maybe the board president address teachers once a year. And that’s a really interesting and helpful way, I think also to build a relationship. So there are many ways and it’s important. It’s super important.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>So we just talked about partnership between educators and school boards, and you do say in your book that school boards are a mechanism for parent influence. Can you explain that mechanism, what that might look like coming from a parent who has maybe never voted in a local election, seeing an issue with their school and then becoming involved? What does that pathway look like?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So one of the things that I did, which I think was the most fun when I was researching for the book was I went back into the archives and I did ask the question, it seems like there are so many scenes around the country of very angry parents really yelling and screaming at school boards, has it always been this way or is this something new? And there’s no doubt what I found when you look back is that there have always been points in history where you’ve seen parent anger come out. And I think there’s a very natural question that underlies all of these battles, which is where is the line between parent rights and government control? And I do think that sometimes we’re very quick to either dismiss or to re-emphasize some parent point that is being espoused. But all of us, if we sat in the room and we polled 10 of us, let’s say, and we said, okay, where is that line? We might delineate that line at a slightly different point.\u003c/p>\n\u003cp>So if you go back to the early 1900s, and I do this in my book, and it’s quite extraordinary, you could see the same exact language being used by parents at school board meetings saying, you can’t vaccinate my kids. If you vaccinate, my kids, you’re violating my rights and their rights, and you’re evaluating my constitutional rights. And they were doing that over the smallpox vaccine. And during COVID, we saw the same thing around the COVID vaccine. And that’s just one example. And so throughout American history, we’ve had this tension. So I think it’s very natural.\u003c/p>\n\u003cp>I think the other bit of tension is indoctrination versus education. Where is that line? And so I think we just have to have a little bit of grace in a way. And I think, the best we could do is say that sometimes people are going to be disagreeing on these subjects. And how do we want to resolve them? I think there’s no better way than with full transparency. In your local community. I think the other piece of your question, though, is if I’m a parent and I’m angry about something, what do I do? Start out, if it’s an issue in a classroom, with the teacher. Go to the teacher, have a conversation, and if that doesn’t work and you’re not satisfied, of course you have the right to talk to the principal or talk to the assistant principal. And if you’re still very unsatisfied, then you can bring it up, but you really don’t want to jump to the school board over the backs of many teachers, administrators that then will not have a chance to solve that problem with you first. If it’s an issue about, let’s say policy or budget allocation that clearly falls in the realm of the board, then of course, um, you have every right to go to the board, but you can also call a board member. If you see a board member at a soccer match or in church, you can certainly have discussions about things that are on your mind and air them, and then of course you have that right to be part of the public comment period too.\u003c/p>\n\u003cp>And the other thing that I would also add which is I think something that you always have to think about when you’re a school board member is If somebody comes to public comment and they express concern about a particular issue You always want to listen. It’s incredibly important to listen and to decide, um, you know whether you understand that viewpoint whether you agree with that viewpoint or not, but you don’t know for sure whether or not that viewpoint is 1% of your community or whether it represents 65% of your community. And I just believe that you have to be in touch with your community in lots of different ways and just have lots of data points so that you do get a sense of what the sentiment is like out there.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Also, speaking of parent influence, we’ve seen a lot of what I think would have been referred to as fringe movements of charter schools and homeschooling. We’re seeing that become a lot more mainstream, not just to talk about, but to practice. And obviously, the system of charter schools is becoming heavily influenced by school systems and there is a relationship between school boards. Charter schools, and also homeschooling.\u003c/p>\n\u003cp>So can you kind of explain some of the influence or partnership that school boards have on those types of systems, and what people and voters can pay attention to when it comes to those educational practices?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> Particularly with charter schools, the rules are different depending on what state you’re in. And sometimes school boards have a very influential role in whether or not a charter school can exist. And in other cases, the school board may have absolutely no power and no say. And really what happens is the charter decision is made more centrally at the state level by maybe the state board or one of the state entities.\u003c/p>\n\u003cp>I also think that there are a lot of interesting implications when you think about this long term. And I’ll give you one case study that happened in New York that I think could be an interesting microcosm of the situation that can happen in other parts of the country if you fast forward 10, 20 years from now and school choice and vouchers become more commonplace. And it’s actually a district that I attended when I was a kid and now is governed by board, the majority of whom send their kids to private school and it’s created an incredibly complex situation where there is a tremendous rift and rift is an understatement between the public school community and the private school community around the way the public district is being managed. On the one hand these are people that pay taxes and they have every right to, you know, run for school board and they’re winning the elections fair and square. On the other hand, you have individuals that are making decisions about a public school system, where many in the public school community argue are not in the best interest of public school students. And so there’s just incredible amounts of tension. And so you can see this being something that could happen in many communities down the road, if we have many, many more students that are not in the public system, and you might have the preponderance of voters that are in the not public system.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanted to end on something that maybe is a little bit uplifting and positive and what you hope to see. Who should care about school boards or how should they care?\u003c/p>\n\u003cp>\u003cstrong>Scott Levy:\u003c/strong> So to end on a positive note, I think that one thing that I would think that all listeners may agree with is that when we look at our national politics, regardless of what side you’re on, I think it is clear that we have more polarization than we’ve ever had in recent history. And I do believe that when we look at local school districts, the reason that everybody should care is because they are a mechanism to potentially reduce polarization.\u003c/p>\n\u003cp>On the one hand, I know we see these scenes of people fighting in boardrooms here, like, how could they reduce polarization? It looks like boardrooms are incredibly polarized. But I would contend that they are the one place where people that have differences of opinion actually come together in person. And because everything is transparent and because local community members have a voice at the microphone, people can actually express their view. And if that view is diametrically different, others have to listen. And there is something incredibly American about that.\u003c/p>\n\u003cp>And I think that there’s this healing process in the fact that we can unify around what happens in a school board room, which is that people of all walks of life that have very different political beliefs can come express their view and have to be listened to. And maybe, just maybe we can realize that sometimes people with very opposing views from a policy perspective might be both coming from a good place, it’s just different places.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> This does seem like a giant lesson in civics. I really appreciate your time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Scott Levy: \u003c/strong>Oh, it’s my pleasure being with you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "easy-as-lower-pay-grade-inflations-hidden-damage",
"title": "Easy A’s, Lower Pay: Grade Inflation’s Hidden Damage",
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"headTitle": "Easy A’s, Lower Pay: Grade Inflation’s Hidden Damage | KQED",
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"content": "\u003cp>For more than three decades, grades in American schools and colleges have been going up, up, up. A’s are more common. Failure is rarer than it once was.\u003c/p>\n\u003cp>At the same time, student achievement, as measured by standardized tests like the ACT and NAEP, has stagnated or declined. Grades say students are learning more. Tests say they are not.\u003c/p>\n\u003cp>Does this disconnect matter? Maybe higher grades motivate students to show up to school every day and learn. Perhaps harsh grading discourages them. Maybe we should stop obsessing over academic rigor and focus instead on other qualities we want to foster: good attendance, behavior, participation and cooperation.\u003c/p>\n\u003cp>A new study delivers an uncomfortable answer. It finds that lenient grading, or grade inflation, is actually harming students, leading not only to worse academic outcomes but also reducing their employment prospects and future earnings.\u003c/p>\n\u003cp>The study, “\u003ca href=\"https://drive.google.com/file/d/1CcS_caQP701I92FeB6ZYlT1C7hjnFEWo/view\">Easy A’s, Less Pay: The Long-Term Effects of Grade Inflation\u003c/a>,” was presented in February 2026 at the Harvard Graduate School of Education by economist Jeffrey Denning of the University of Texas at Austin. A draft paper was co-authored with researchers from RAND, the University of Maryland and the University of Georgia. It has not yet been published in a peer-reviewed journal and may still be revised.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But its findings are striking and build the argument against raising grades.\u003c/p>\n\u003cfigure id=\"attachment_66114\" class=\"wp-caption alignnone\" style=\"max-width: 2002px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger.png\" alt=\"Chart showing the upward trend of grades\" width=\"2002\" height=\"1512\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger.png 2002w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-2000x1510.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-768x580.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-1536x1160.png 1536w\" sizes=\"auto, (max-width: 2002px) 100vw, 2002px\">\u003cfigcaption class=\"wp-caption-text\">Slide from Feb 3, 2026 presentation by economist Jeff Denning at Harvard Graduate School of Education\u003c/figcaption>\u003c/figure>\n\u003cp>Students who experienced more lenient grading were less likely to pass subsequent courses, posted lower test scores afterwards, were less likely to graduate from high school and enroll in college, and earned significantly less years later.\u003c/p>\n\u003cp>The economic cost is not small. Denning estimates that when a teacher doles out grades that are substantially higher (0.2 or more points on a 4-point scale, the difference between a B and almost a B-plus), a student in that class loses about $160,000 in lifetime earnings, measured in present dollars.\u003c/p>\n\u003cp>That’s the effect of a single teacher, in a single year. If a student encounters several grade-inflating teachers, the losses add up.\u003c/p>\n\u003ch2>\u003cstrong>Evidence from two very different places\u003c/strong>\u003c/h2>\n\u003cp>The researchers examined students in two settings: Los Angeles and Maryland.\u003c/p>\n\u003cp>Los Angeles Unified School District provided data on almost a million high school students from 2004 to 2013, a period when graduation rates hovered just above 50 percent. The student population was more than 70 percent Hispanic, and failing grades were common.\u003c/p>\n\u003cp>Maryland’s data followed about 250,000 high school students from 2013 to 2023. Graduation rates exceeded 90 percent, and the student population was more racially mixed. Maryland’s data allowed researchers to track college enrollment, employment and earnings, while the Los Angeles data ended with high school.\u003c/p>\n\u003cp>Despite these differences, the pattern was the same.\u003c/p>\n\u003cp>Students taught by lenient graders — defined as teachers who gave higher grades than expected based on standardized test scores and prior student performance — did worse later in high school. In Maryland, where there was data through college and into the workplace, these students were also less likely to attend college or be employed, and earned less.\u003c/p>\n\u003cp>Seeing the same pattern in two very different systems strengthens the case that this is not a fluke of one district or one policy regime.\u003c/p>\n\u003ch2>\u003cstrong>When leniency helps and when it doesn’t\u003c/strong>\u003c/h2>\n\u003cp>The study makes a crucial distinction. Teachers who still kept A’s challenging, but only made it easier to pass — turning failures into low passing grades — did help more students graduate from high school, particularly those at risk of dropping out. That short-term benefit is real. For some students, passing Algebra I instead of failing it can keep them on track to graduate and possibly enroll in community college.\u003c/p>\n\u003cp>But the benefit stops there. Those students do not show long-term gains in college degree completion or earnings. The leniency helps them clear a hurdle, but it does not build the skills they need afterward.\u003c/p>\n\u003cp>By contrast, general grade inflation (teachers who raise grades across the board, from C’s to B’s to A’s) shows no upside and hurts students’ chances of future success.\u003c/p>\n\u003ch2>\u003cstrong>Why good intentions backfire\u003c/strong>\u003c/h2>\n\u003cp>The study cannot directly explain why higher grades lead to worse outcomes. But the mechanism is not difficult to imagine. In a class with a lenient grader, a savvy student may quickly realize she does not need to study hard or complete all the homework. If she earns a B in Algebra I without learning how to factor or solve quadratic equations, the knowledge gaps follow her into geometry and beyond. She may scrape by again. Over time, the deficits compound. Confidence erodes. Learning slows. In college or the workplace, the consequences show up as lower skills and lower pay.\u003c/p>\n\u003cp>As Denning put it during the presentation, there appears to be a “causal chain” of harm, even if he cannot measure directly how much less students are studying or how behind they’ve fallen.\u003c/p>\n\u003ch2>\u003cstrong>Don’t rush to blame teachers\u003c/strong>\u003c/h2>\n\u003cp>Raising grades isn’t always an individual instructor’s decision. A \u003ca href=\"https://fordhaminstitute.org/national/research/equitable-grading-through-eyes-teachers\">2025 survey\u003c/a> documents the frustrations of many grade-inflating teachers who say that they feel pressure from administrators to comply with “equitable grading” policies that forbid zeros, allow unlimited retakes and eliminate penalties for late work.\u003c/p>\n\u003cp>Lenient graders are not bad teachers. The study finds they are often better at improving non-cognitive skills. Their students behave better, cooperate more, and are less likely to be suspended. Still, in this study, that’s not translating into better life outcomes, as one would hope.\u003c/p>\n\u003cp>Stricter graders tend to be better at raising students’ test scores in math, reading and other academic subjects. Despite that correlation, that doesn’t mean all tough graders are good teachers. Some are not.\u003c/p>\n\u003cp>This is early research. More studies are needed to understand whether there are similar workplace costs from college grade inflation. And there are questions about whether boys react differently than girls to inflated grades.\u003c/p>\n\u003cp>Teachers struggle to get students to engage in learning, which is full of setbacks, frustration and boring repetition. Maybe low grades won’t inspire students to do this hard work. But this early evidence suggests that inflated grades aren’t doing them any favors.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-grade-inflation-lower-pay/\">\u003cem>grade inflation\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For more than three decades, grades in American schools and colleges have been going up, up, up. A’s are more common. Failure is rarer than it once was.\u003c/p>\n\u003cp>At the same time, student achievement, as measured by standardized tests like the ACT and NAEP, has stagnated or declined. Grades say students are learning more. Tests say they are not.\u003c/p>\n\u003cp>Does this disconnect matter? Maybe higher grades motivate students to show up to school every day and learn. Perhaps harsh grading discourages them. Maybe we should stop obsessing over academic rigor and focus instead on other qualities we want to foster: good attendance, behavior, participation and cooperation.\u003c/p>\n\u003cp>A new study delivers an uncomfortable answer. It finds that lenient grading, or grade inflation, is actually harming students, leading not only to worse academic outcomes but also reducing their employment prospects and future earnings.\u003c/p>\n\u003cp>The study, “\u003ca href=\"https://drive.google.com/file/d/1CcS_caQP701I92FeB6ZYlT1C7hjnFEWo/view\">Easy A’s, Less Pay: The Long-Term Effects of Grade Inflation\u003c/a>,” was presented in February 2026 at the Harvard Graduate School of Education by economist Jeffrey Denning of the University of Texas at Austin. A draft paper was co-authored with researchers from RAND, the University of Maryland and the University of Georgia. It has not yet been published in a peer-reviewed journal and may still be revised.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But its findings are striking and build the argument against raising grades.\u003c/p>\n\u003cfigure id=\"attachment_66114\" class=\"wp-caption alignnone\" style=\"max-width: 2002px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger.png\" alt=\"Chart showing the upward trend of grades\" width=\"2002\" height=\"1512\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger.png 2002w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-2000x1510.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-768x580.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Average-Grades-Hechinger-1536x1160.png 1536w\" sizes=\"auto, (max-width: 2002px) 100vw, 2002px\">\u003cfigcaption class=\"wp-caption-text\">Slide from Feb 3, 2026 presentation by economist Jeff Denning at Harvard Graduate School of Education\u003c/figcaption>\u003c/figure>\n\u003cp>Students who experienced more lenient grading were less likely to pass subsequent courses, posted lower test scores afterwards, were less likely to graduate from high school and enroll in college, and earned significantly less years later.\u003c/p>\n\u003cp>The economic cost is not small. Denning estimates that when a teacher doles out grades that are substantially higher (0.2 or more points on a 4-point scale, the difference between a B and almost a B-plus), a student in that class loses about $160,000 in lifetime earnings, measured in present dollars.\u003c/p>\n\u003cp>That’s the effect of a single teacher, in a single year. If a student encounters several grade-inflating teachers, the losses add up.\u003c/p>\n\u003ch2>\u003cstrong>Evidence from two very different places\u003c/strong>\u003c/h2>\n\u003cp>The researchers examined students in two settings: Los Angeles and Maryland.\u003c/p>\n\u003cp>Los Angeles Unified School District provided data on almost a million high school students from 2004 to 2013, a period when graduation rates hovered just above 50 percent. The student population was more than 70 percent Hispanic, and failing grades were common.\u003c/p>\n\u003cp>Maryland’s data followed about 250,000 high school students from 2013 to 2023. Graduation rates exceeded 90 percent, and the student population was more racially mixed. Maryland’s data allowed researchers to track college enrollment, employment and earnings, while the Los Angeles data ended with high school.\u003c/p>\n\u003cp>Despite these differences, the pattern was the same.\u003c/p>\n\u003cp>Students taught by lenient graders — defined as teachers who gave higher grades than expected based on standardized test scores and prior student performance — did worse later in high school. In Maryland, where there was data through college and into the workplace, these students were also less likely to attend college or be employed, and earned less.\u003c/p>\n\u003cp>Seeing the same pattern in two very different systems strengthens the case that this is not a fluke of one district or one policy regime.\u003c/p>\n\u003ch2>\u003cstrong>When leniency helps and when it doesn’t\u003c/strong>\u003c/h2>\n\u003cp>The study makes a crucial distinction. Teachers who still kept A’s challenging, but only made it easier to pass — turning failures into low passing grades — did help more students graduate from high school, particularly those at risk of dropping out. That short-term benefit is real. For some students, passing Algebra I instead of failing it can keep them on track to graduate and possibly enroll in community college.\u003c/p>\n\u003cp>But the benefit stops there. Those students do not show long-term gains in college degree completion or earnings. The leniency helps them clear a hurdle, but it does not build the skills they need afterward.\u003c/p>\n\u003cp>By contrast, general grade inflation (teachers who raise grades across the board, from C’s to B’s to A’s) shows no upside and hurts students’ chances of future success.\u003c/p>\n\u003ch2>\u003cstrong>Why good intentions backfire\u003c/strong>\u003c/h2>\n\u003cp>The study cannot directly explain why higher grades lead to worse outcomes. But the mechanism is not difficult to imagine. In a class with a lenient grader, a savvy student may quickly realize she does not need to study hard or complete all the homework. If she earns a B in Algebra I without learning how to factor or solve quadratic equations, the knowledge gaps follow her into geometry and beyond. She may scrape by again. Over time, the deficits compound. Confidence erodes. Learning slows. In college or the workplace, the consequences show up as lower skills and lower pay.\u003c/p>\n\u003cp>As Denning put it during the presentation, there appears to be a “causal chain” of harm, even if he cannot measure directly how much less students are studying or how behind they’ve fallen.\u003c/p>\n\u003ch2>\u003cstrong>Don’t rush to blame teachers\u003c/strong>\u003c/h2>\n\u003cp>Raising grades isn’t always an individual instructor’s decision. A \u003ca href=\"https://fordhaminstitute.org/national/research/equitable-grading-through-eyes-teachers\">2025 survey\u003c/a> documents the frustrations of many grade-inflating teachers who say that they feel pressure from administrators to comply with “equitable grading” policies that forbid zeros, allow unlimited retakes and eliminate penalties for late work.\u003c/p>\n\u003cp>Lenient graders are not bad teachers. The study finds they are often better at improving non-cognitive skills. Their students behave better, cooperate more, and are less likely to be suspended. Still, in this study, that’s not translating into better life outcomes, as one would hope.\u003c/p>\n\u003cp>Stricter graders tend to be better at raising students’ test scores in math, reading and other academic subjects. Despite that correlation, that doesn’t mean all tough graders are good teachers. Some are not.\u003c/p>\n\u003cp>This is early research. More studies are needed to understand whether there are similar workplace costs from college grade inflation. And there are questions about whether boys react differently than girls to inflated grades.\u003c/p>\n\u003cp>Teachers struggle to get students to engage in learning, which is full of setbacks, frustration and boring repetition. Maybe low grades won’t inspire students to do this hard work. But this early evidence suggests that inflated grades aren’t doing them any favors.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-grade-inflation-lower-pay/\">\u003cem>grade inflation\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Putting together a school meal isn’t easy.\u003c/p>\n\u003cp>“It is a puzzle essentially,” said Lori Nelson of the Chef Ann Foundation, a nonprofit that promotes scratch cooking in schools.\u003c/p>\n\u003cp>“When you think about the guidelines, there’s so many different pieces that you have to meet. You have to meet calorie minimums and maximums for the day and for the week. You have to meet vegetable subgroup categories.”\u003c/p>\n\u003cp>Districts that receive federal funding for school meals — through, for example, the National School Lunch Program — must follow rules set by the Department of Agriculture (USDA).\u003c/p>\n\u003cp>And those rules may be changing soon.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In early January, the Department of Health and Human Services and the USDA \u003ca href=\"https://www.npr.org/2026/01/07/nx-s1-5667021/dietary-guidelines-rfk-jr-nutrition\" target=\"_blank\" rel=\"noopener\">unveiled new Dietary Guidelines for Americans\u003c/a>, along with a new food pyramid.\u003c/p>\n\u003cp>The USDA sets school nutrition standards based on those dietary guidelines, which now place an emphasis on protein and encourage Americans to consume full-fat dairy products and limit highly processed foods.\u003c/p>\n\u003cp>Here’s what to know about how the new food pyramid could impact schools:\u003c/p>\n\u003ch2>Cutting back on ready-to-eat school meals won’t be easy\u003c/h2>\n\u003cp>Highly processed and ready-to-eat foods often contain added sugars and salt. Think mac and cheese, pizza, french fries and individually packaged peanut butter and jelly sandwiches.\u003c/p>\n\u003cp>These foods are also a big part of many school meals, said Nelson. That’s because schools often lack adequate kitchen infrastructure to prepare meals from scratch.\u003c/p>\n\u003cp>“Many schools were built 40-plus years ago, and they were built to reheat food. So they weren’t built as commercial cooking kitchens,” said Nelson.\u003c/p>\n\u003cp>Even so, schools have been able to bring sodium and sugar levels down in recent years.\u003c/p>\n\u003cp>“They’ve been working with food companies to find a middle ground, to find recipes that meet [the current] standards and appeal to students and that schools can serve given the equipment that they have,” said Diane Pratt-Heavner, a spokesperson for the School Nutrition Association.\u003c/p>\n\u003cp>Bringing sugar and salt levels down further would likely require that food companies adapt their recipes and that schools prepare more meals from scratch, Pratt-Heavner said.\u003c/p>\n\u003cp>But leaning into scratch cooking won’t be easy. A recent \u003ca href=\"https://schoolnutrition.org/wp-content/uploads/2026/01/SY-25-26-School-Nutrition-Trends-Report.pdf\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> of school nutrition directors by the School Nutrition Association found that most programs would need better equipment and infrastructure as well as more trained staff — and nearly all respondents said they would also need more money. “You cannot go from serving heavily processed, heat-and-serve items to scratch cooking immediately,” said Nelson. “It is a transition.”\u003c/p>\n\u003ch2>Protein-rich school meals will come at a higher cost\u003c/h2>\n\u003cp>At the top of the new food pyramid are animal products such as meat and cheese. The new guidelines prioritize consuming protein as a part of every meal and incorporating healthy fats.\u003c/p>\n\u003cp>“That could cause a change in school breakfast standards,” said Pratt-Heavner. “Right now, there’s no mandate that breakfasts include a protein.”\u003c/p>\n\u003cp>A typical school breakfast today might include fruit, milk and a cereal cup or muffin; some schools may serve breakfast burritos or sandwiches.\u003c/p>\n\u003cp>She said schools would “absolutely need more funding,” should they be required to provide protein under the USDA’s School Breakfast Program.\u003c/p>\n\u003cp>\u003ca href=\"https://www.fns.usda.gov/school-meals/nutrition-standards/sbp-meal-pattern\" target=\"_blank\" rel=\"noopener\">Current standards\u003c/a> allow for schools to serve either grains or meats/meat alternates for breakfast, and Pratt-Heavner said, “Protein options … are more expensive than grain options.”\u003c/p>\n\u003cp>She said it’s unclear whether the USDA would require protein under its own category or whether the agency would consider milk to be sufficient to meet any new protein requirements.\u003c/p>\n\u003ch2>Whole milk is getting a lot of attention\u003c/h2>\n\u003cp>Schools that participate in federal school meal programs are required to offer milk with every meal, though students don’t have to take it. Up until recently, an \u003ca href=\"https://obamawhitehouse.archives.gov/sites/default/files/omb/assets/oira_0584/0584_12122011-1.pdf#page=4\" target=\"_blank\" rel=\"noopener\">Obama-era rule\u003c/a> allowed for only low-fat and nonfat milk in schools.\u003c/p>\n\u003cp>But the new food pyramid emphasizes whole fat dairy, like whole milk. At the same time, \u003ca href=\"https://www.congress.gov/bill/119th-congress/senate-bill/222/text/is\" target=\"_blank\" rel=\"noopener\">recent federal legislation\u003c/a> reversed that Obama-era rule and now allows schools to serve reduced-fat and full-fat milk.\u003c/p>\n\u003cp>One more thing to know about milk: Federal law also limits saturated fats in school meals — and whole milk has more of those than low-fat and nonfat varieties. But the recent federal legislation now exempts milk fat from those limits.\u003c/p>\n\u003cp>What does all this mean for schools? They’re now able to start serving whole milk, and they won’t have to worry about whole milk pushing them past the limits on saturated fats.\u003c/p>\n\u003ch2>It’ll be a while before these changes trickle down to schools\u003c/h2>\n\u003cp>While the USDA sets regulations for schools based on the Dietary Guidelines for Americans, it takes time to draft and implement new rules after new guidelines are released.\u003c/p>\n\u003cp>“The current school nutrition standards that we’re operating under were proposed in February 2023, finalized in April 2024,” said Pratt-Heavner. “The first menu changes in school cafeterias were not required until July 2025.” Other changes are still rolling out.\u003c/p>\n\u003cp>Which is to say: The new dietary guidelines won’t bring immediate changes to school cafeterias. They’re only the first step in a regulatory process that will take time.\u003c/p>\n\u003cp>“We’re going to have to see what USDA proposes,” said Pratt-Heavner.\u003c/p>\n\u003cp>Then, she said, “the public will comment on those regulations, and then final rules will be drafted and issued.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The USDA then gives schools and school food companies time to update recipes and implement the new nutrition standards.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Putting together a school meal isn’t easy.\u003c/p>\n\u003cp>“It is a puzzle essentially,” said Lori Nelson of the Chef Ann Foundation, a nonprofit that promotes scratch cooking in schools.\u003c/p>\n\u003cp>“When you think about the guidelines, there’s so many different pieces that you have to meet. You have to meet calorie minimums and maximums for the day and for the week. You have to meet vegetable subgroup categories.”\u003c/p>\n\u003cp>Districts that receive federal funding for school meals — through, for example, the National School Lunch Program — must follow rules set by the Department of Agriculture (USDA).\u003c/p>\n\u003cp>And those rules may be changing soon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In early January, the Department of Health and Human Services and the USDA \u003ca href=\"https://www.npr.org/2026/01/07/nx-s1-5667021/dietary-guidelines-rfk-jr-nutrition\" target=\"_blank\" rel=\"noopener\">unveiled new Dietary Guidelines for Americans\u003c/a>, along with a new food pyramid.\u003c/p>\n\u003cp>The USDA sets school nutrition standards based on those dietary guidelines, which now place an emphasis on protein and encourage Americans to consume full-fat dairy products and limit highly processed foods.\u003c/p>\n\u003cp>Here’s what to know about how the new food pyramid could impact schools:\u003c/p>\n\u003ch2>Cutting back on ready-to-eat school meals won’t be easy\u003c/h2>\n\u003cp>Highly processed and ready-to-eat foods often contain added sugars and salt. Think mac and cheese, pizza, french fries and individually packaged peanut butter and jelly sandwiches.\u003c/p>\n\u003cp>These foods are also a big part of many school meals, said Nelson. That’s because schools often lack adequate kitchen infrastructure to prepare meals from scratch.\u003c/p>\n\u003cp>“Many schools were built 40-plus years ago, and they were built to reheat food. So they weren’t built as commercial cooking kitchens,” said Nelson.\u003c/p>\n\u003cp>Even so, schools have been able to bring sodium and sugar levels down in recent years.\u003c/p>\n\u003cp>“They’ve been working with food companies to find a middle ground, to find recipes that meet [the current] standards and appeal to students and that schools can serve given the equipment that they have,” said Diane Pratt-Heavner, a spokesperson for the School Nutrition Association.\u003c/p>\n\u003cp>Bringing sugar and salt levels down further would likely require that food companies adapt their recipes and that schools prepare more meals from scratch, Pratt-Heavner said.\u003c/p>\n\u003cp>But leaning into scratch cooking won’t be easy. A recent \u003ca href=\"https://schoolnutrition.org/wp-content/uploads/2026/01/SY-25-26-School-Nutrition-Trends-Report.pdf\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> of school nutrition directors by the School Nutrition Association found that most programs would need better equipment and infrastructure as well as more trained staff — and nearly all respondents said they would also need more money. “You cannot go from serving heavily processed, heat-and-serve items to scratch cooking immediately,” said Nelson. “It is a transition.”\u003c/p>\n\u003ch2>Protein-rich school meals will come at a higher cost\u003c/h2>\n\u003cp>At the top of the new food pyramid are animal products such as meat and cheese. The new guidelines prioritize consuming protein as a part of every meal and incorporating healthy fats.\u003c/p>\n\u003cp>“That could cause a change in school breakfast standards,” said Pratt-Heavner. “Right now, there’s no mandate that breakfasts include a protein.”\u003c/p>\n\u003cp>A typical school breakfast today might include fruit, milk and a cereal cup or muffin; some schools may serve breakfast burritos or sandwiches.\u003c/p>\n\u003cp>She said schools would “absolutely need more funding,” should they be required to provide protein under the USDA’s School Breakfast Program.\u003c/p>\n\u003cp>\u003ca href=\"https://www.fns.usda.gov/school-meals/nutrition-standards/sbp-meal-pattern\" target=\"_blank\" rel=\"noopener\">Current standards\u003c/a> allow for schools to serve either grains or meats/meat alternates for breakfast, and Pratt-Heavner said, “Protein options … are more expensive than grain options.”\u003c/p>\n\u003cp>She said it’s unclear whether the USDA would require protein under its own category or whether the agency would consider milk to be sufficient to meet any new protein requirements.\u003c/p>\n\u003ch2>Whole milk is getting a lot of attention\u003c/h2>\n\u003cp>Schools that participate in federal school meal programs are required to offer milk with every meal, though students don’t have to take it. Up until recently, an \u003ca href=\"https://obamawhitehouse.archives.gov/sites/default/files/omb/assets/oira_0584/0584_12122011-1.pdf#page=4\" target=\"_blank\" rel=\"noopener\">Obama-era rule\u003c/a> allowed for only low-fat and nonfat milk in schools.\u003c/p>\n\u003cp>But the new food pyramid emphasizes whole fat dairy, like whole milk. At the same time, \u003ca href=\"https://www.congress.gov/bill/119th-congress/senate-bill/222/text/is\" target=\"_blank\" rel=\"noopener\">recent federal legislation\u003c/a> reversed that Obama-era rule and now allows schools to serve reduced-fat and full-fat milk.\u003c/p>\n\u003cp>One more thing to know about milk: Federal law also limits saturated fats in school meals — and whole milk has more of those than low-fat and nonfat varieties. But the recent federal legislation now exempts milk fat from those limits.\u003c/p>\n\u003cp>What does all this mean for schools? They’re now able to start serving whole milk, and they won’t have to worry about whole milk pushing them past the limits on saturated fats.\u003c/p>\n\u003ch2>It’ll be a while before these changes trickle down to schools\u003c/h2>\n\u003cp>While the USDA sets regulations for schools based on the Dietary Guidelines for Americans, it takes time to draft and implement new rules after new guidelines are released.\u003c/p>\n\u003cp>“The current school nutrition standards that we’re operating under were proposed in February 2023, finalized in April 2024,” said Pratt-Heavner. “The first menu changes in school cafeterias were not required until July 2025.” Other changes are still rolling out.\u003c/p>\n\u003cp>Which is to say: The new dietary guidelines won’t bring immediate changes to school cafeterias. They’re only the first step in a regulatory process that will take time.\u003c/p>\n\u003cp>“We’re going to have to see what USDA proposes,” said Pratt-Heavner.\u003c/p>\n\u003cp>Then, she said, “the public will comment on those regulations, and then final rules will be drafted and issued.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The USDA then gives schools and school food companies time to update recipes and implement the new nutrition standards.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Last year, Susana Beltrán-Grimm was visiting Hispanic families for a research project about parents and math, when she started to notice a trend. Parents didn’t want to talk about math with the Portland State University professor. Instead, they wanted to talk about their fears as immigration enforcement ramped up across the country.\u003c/p>\n\u003cp>“The concern was, ‘This is happening, and I’m scared to go to work, I’m scared to take my child to the park. I don’t feel comfortable taking them to school,’” Beltrán-Grimm said. Many parents told her, “I’m trying to figure out how I’m not as stressed so I don’t stress my child,” she recalled.\u003c/p>\n\u003cp>These comments led Beltrán-Grimm to launch a small pilot study looking at how parental stress and fear around immigration enforcement was affecting children, and specifically, their opportunities to play. Her initial findings painted a clear picture: Parents were so fearful of immigration enforcement, they were avoiding taking their kids to playgrounds and parks.\u003c/p>\n\u003cp>“They’re living in survival mode,” said Beltrán-Grimm. That has consequences for young children, she added, who are now losing out on chances to play and can easily pick up on their parents’ anxiety. “That’s not a good way for a child to develop,” she added.\u003c/p>\n\u003cp>Beltrán-Grimm’s initial findings from the pilot study, which is expanding this year to nearly 500 additional families, add to a growing body of research tracking the effects of aggressive immigration enforcement on the mental health of young children. Experts say such policies, like those that have been playing out across the country since President Donald Trump took office last year, are felt not only by immigrant children, but \u003ca href=\"https://news.ucr.edu/articles/2025/08/08/child-mental-health-crisis-tied-immigration-enforcement\">also by children\u003c/a> whose families are not at risk of deportation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids know about people being taken, and they worry. That diffused fear just spreads,” said Joanna Dreby, a professor of sociology at the University of Albany. Dreby said she expects this anxiety to affect more children as they see and hear about violent events involving Immigration and Customs Enforcement, like accounts of U.S. citizens getting detained or shot. “As more and more children are being exposed to those severe episodes, then more and more children are going to carry those fears,” Dreby said.\u003c/p>\n\u003cp>Research shows children can \u003ca href=\"https://www.clasp.org/wp-content/uploads/2022/01/2018_ourchildrensfears.pdf\">display troubling behaviors\u003c/a> when their communities are targeted by immigration enforcement, including increased aggression, separation anxiety and withdrawal.\u003c/p>\n\u003cp>Parents and early educators have \u003ca href=\"https://www.clasp.org/wp-content/uploads/2022/01/2018_ourchildrensfears.pdf\">long reported\u003c/a> increased aggression, separation anxiety and withdrawal among children when \u003ca href=\"https://www.apha.org/policy-and-advocacy/public-health-policy-briefs/policy-database/2014/07/18/11/24/opposing-the-dhs-ice-secure-communities-program\">administrations ramp up immigration enforcement\u003c/a>, with worse effects for those who fear enforcement.\u003c/p>\n\u003cp>If that anxiety is left unaddressed, there can be long-term consequences. Exposure to immigration enforcement in childhood has been \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0190740925001598\">found to lead to long-term anxiety\u003c/a>, PTSD and depression in adolescence and young adulthood. Young children are especially vulnerable to trauma because their brains are rapidly developing during the first five years of life, and that development can be highly influenced by stress hormones.\u003c/p>\n\u003cp>Dreby, who has spent years interviewing and studying children who have experienced immigration enforcement to some degree, said the longer enforcement goes on, the more children can be affected. It’s even more damaging if they witness arrests. “Unfortunately, some of the things we found most harmful for children are exactly the tactics currently being used by federal immigration enforcement agents,” she said.\u003c/p>\n\u003cp>“There is absolutely no reason that immigration regulation has to unfold in this way that’s very public, that’s in front of children,” Dreby added. “That needs to stop immediately.”\u003c/p>\n\u003cp>Although parents can often serve as buffers for trauma, they may struggle to do so when they are also overly stressed and anxious. A \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9132160/\">2021\u003c/a> study of pre-K students in New York City, for example, found when parents felt higher levels of immigration enforcement threat, children showed lower levels of self-regulation skills, especially around their ability to pay attention. Children in those families also experienced greater separation anxiety and overanxious behaviors.\u003c/p>\n\u003cp>“The stress of parents is certainly trickling down to children,” said Suma Setty, a senior policy analyst for immigration and immigrant families at the Center for Law and Social Policy. In her previous research, Setty has heard accounts of children as young as 3 saying they were scared of losing their parents to deportation. “It’s very apparent in their behavior that stress is impacting them, and that has long-term implications,” she added.\u003c/p>\n\u003cp>While interviewing parents, child care providers and professionals who interact with children over the past six months, Setty has heard widespread reports of children having trouble sleeping, showing fear of police, regressing in skills like potty training and being more emotionally reactive. One respondent shared a story about a child who asked her mom to teach her how to cook, so the girl would be able to feed herself if her mom was deported. A child care provider told Setty that children in her program used to be curious about visitors, but now hide behind their teacher when someone new enters the building.\u003c/p>\n\u003cp>In Minnesota, where ICE has engaged in violent clashes over the last month, Sonia Mayren, a Minneapolis-based clinical trainee who specializes in child trauma and works largely with the Latino population, has seen a sharp uptick in anxiety among her patients. Many of the children she serves have regressed behaviorally. In recent months, all of her clients have moved their sessions online. Several have stopped therapy altogether.\u003c/p>\n\u003cp>Like Dreby, Mayren is also hearing about children fearing immigration agents even if their family is not at risk of enforcement. “It’s not just, ‘I’m afraid of ICE detaining my friends or family,’ it’s, ‘I’m afraid of ICE in general, because they can come hurt us,’” she said.\u003c/p>\n\u003cp>Mayren is telling parents to be patient with children, try to protect them from the news and maintain routines, especially if kids have been pulled out of school. She also encourages parents to find mental health assistance to try to keep kids stable, with the caveat that they may not see much improvement in their kids’ mental health while immigration enforcement remains so aggressive and visible.\u003c/p>\n\u003cp>“We’re just keeping children’s heads above water now because they’re in a state of emergency,” she said. “It’s just survival.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about immigration raids was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"https://hechingerreport.org/earlychildhood\">newsletter here\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last year, Susana Beltrán-Grimm was visiting Hispanic families for a research project about parents and math, when she started to notice a trend. Parents didn’t want to talk about math with the Portland State University professor. Instead, they wanted to talk about their fears as immigration enforcement ramped up across the country.\u003c/p>\n\u003cp>“The concern was, ‘This is happening, and I’m scared to go to work, I’m scared to take my child to the park. I don’t feel comfortable taking them to school,’” Beltrán-Grimm said. Many parents told her, “I’m trying to figure out how I’m not as stressed so I don’t stress my child,” she recalled.\u003c/p>\n\u003cp>These comments led Beltrán-Grimm to launch a small pilot study looking at how parental stress and fear around immigration enforcement was affecting children, and specifically, their opportunities to play. Her initial findings painted a clear picture: Parents were so fearful of immigration enforcement, they were avoiding taking their kids to playgrounds and parks.\u003c/p>\n\u003cp>“They’re living in survival mode,” said Beltrán-Grimm. That has consequences for young children, she added, who are now losing out on chances to play and can easily pick up on their parents’ anxiety. “That’s not a good way for a child to develop,” she added.\u003c/p>\n\u003cp>Beltrán-Grimm’s initial findings from the pilot study, which is expanding this year to nearly 500 additional families, add to a growing body of research tracking the effects of aggressive immigration enforcement on the mental health of young children. Experts say such policies, like those that have been playing out across the country since President Donald Trump took office last year, are felt not only by immigrant children, but \u003ca href=\"https://news.ucr.edu/articles/2025/08/08/child-mental-health-crisis-tied-immigration-enforcement\">also by children\u003c/a> whose families are not at risk of deportation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids know about people being taken, and they worry. That diffused fear just spreads,” said Joanna Dreby, a professor of sociology at the University of Albany. Dreby said she expects this anxiety to affect more children as they see and hear about violent events involving Immigration and Customs Enforcement, like accounts of U.S. citizens getting detained or shot. “As more and more children are being exposed to those severe episodes, then more and more children are going to carry those fears,” Dreby said.\u003c/p>\n\u003cp>Research shows children can \u003ca href=\"https://www.clasp.org/wp-content/uploads/2022/01/2018_ourchildrensfears.pdf\">display troubling behaviors\u003c/a> when their communities are targeted by immigration enforcement, including increased aggression, separation anxiety and withdrawal.\u003c/p>\n\u003cp>Parents and early educators have \u003ca href=\"https://www.clasp.org/wp-content/uploads/2022/01/2018_ourchildrensfears.pdf\">long reported\u003c/a> increased aggression, separation anxiety and withdrawal among children when \u003ca href=\"https://www.apha.org/policy-and-advocacy/public-health-policy-briefs/policy-database/2014/07/18/11/24/opposing-the-dhs-ice-secure-communities-program\">administrations ramp up immigration enforcement\u003c/a>, with worse effects for those who fear enforcement.\u003c/p>\n\u003cp>If that anxiety is left unaddressed, there can be long-term consequences. Exposure to immigration enforcement in childhood has been \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0190740925001598\">found to lead to long-term anxiety\u003c/a>, PTSD and depression in adolescence and young adulthood. Young children are especially vulnerable to trauma because their brains are rapidly developing during the first five years of life, and that development can be highly influenced by stress hormones.\u003c/p>\n\u003cp>Dreby, who has spent years interviewing and studying children who have experienced immigration enforcement to some degree, said the longer enforcement goes on, the more children can be affected. It’s even more damaging if they witness arrests. “Unfortunately, some of the things we found most harmful for children are exactly the tactics currently being used by federal immigration enforcement agents,” she said.\u003c/p>\n\u003cp>“There is absolutely no reason that immigration regulation has to unfold in this way that’s very public, that’s in front of children,” Dreby added. “That needs to stop immediately.”\u003c/p>\n\u003cp>Although parents can often serve as buffers for trauma, they may struggle to do so when they are also overly stressed and anxious. A \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9132160/\">2021\u003c/a> study of pre-K students in New York City, for example, found when parents felt higher levels of immigration enforcement threat, children showed lower levels of self-regulation skills, especially around their ability to pay attention. Children in those families also experienced greater separation anxiety and overanxious behaviors.\u003c/p>\n\u003cp>“The stress of parents is certainly trickling down to children,” said Suma Setty, a senior policy analyst for immigration and immigrant families at the Center for Law and Social Policy. In her previous research, Setty has heard accounts of children as young as 3 saying they were scared of losing their parents to deportation. “It’s very apparent in their behavior that stress is impacting them, and that has long-term implications,” she added.\u003c/p>\n\u003cp>While interviewing parents, child care providers and professionals who interact with children over the past six months, Setty has heard widespread reports of children having trouble sleeping, showing fear of police, regressing in skills like potty training and being more emotionally reactive. One respondent shared a story about a child who asked her mom to teach her how to cook, so the girl would be able to feed herself if her mom was deported. A child care provider told Setty that children in her program used to be curious about visitors, but now hide behind their teacher when someone new enters the building.\u003c/p>\n\u003cp>In Minnesota, where ICE has engaged in violent clashes over the last month, Sonia Mayren, a Minneapolis-based clinical trainee who specializes in child trauma and works largely with the Latino population, has seen a sharp uptick in anxiety among her patients. Many of the children she serves have regressed behaviorally. In recent months, all of her clients have moved their sessions online. Several have stopped therapy altogether.\u003c/p>\n\u003cp>Like Dreby, Mayren is also hearing about children fearing immigration agents even if their family is not at risk of enforcement. “It’s not just, ‘I’m afraid of ICE detaining my friends or family,’ it’s, ‘I’m afraid of ICE in general, because they can come hurt us,’” she said.\u003c/p>\n\u003cp>Mayren is telling parents to be patient with children, try to protect them from the news and maintain routines, especially if kids have been pulled out of school. She also encourages parents to find mental health assistance to try to keep kids stable, with the caveat that they may not see much improvement in their kids’ mental health while immigration enforcement remains so aggressive and visible.\u003c/p>\n\u003cp>“We’re just keeping children’s heads above water now because they’re in a state of emergency,” she said. “It’s just survival.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about immigration raids was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"https://hechingerreport.org/earlychildhood\">newsletter here\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "looking-back-when-the-spanish-flu-upended-universities-students-paid-the-price",
"title": "Looking Back: When the Spanish Flu Upended Universities, Students Paid the Price",
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"content": "\u003cp>In the fall of 1918, Edward Kidder Graham, the president of the University of North Carolina, tried to reassure anxious parents. The Spanish flu was spreading rapidly, but Graham insisted the university was doing all it could to keep students safe. Weeks later, Graham himself contracted the virus and died. His successor, Marvin Hendrix Stacy, promptly succumbed to the epidemic two months later.\u003c/p>\n\u003cp>Many universities endured similar chaos during the Spanish flu, as I learned from reading a chapter in a forthcoming book on higher education, “\u003ca href=\"https://www.press.jhu.edu/books/title/53895/upheaval-action\">From Upheaval to Action: What Works in Changing Higher Ed\u003c/a>,” by sociologist and Brandeis University President Arthur Levine and University of Pennsylvania administrator Scott Van Pelt. (\u003cem>Disclosure: Levine was the president of Teachers College, Columbia University from 1994 to 2006, during which he launched The Hechinger Institute, the precursor to The Hechinger Report.\u003c/em>)\u003c/p>\n\u003cp>But what really struck me was how many colleges’ experiences resembled those of the Covid-19 era.\u003c/p>\n\u003cp>During the 1918 pandemic, Harvard canceled lectures with more than 50 students. Yale shut down its campus after partial measures failed to contain the spread. Many urban colleges closed temporarily. Orientations, commencements and large public gatherings were canceled or postponed. At Iowa State University, gymnasiums were converted into makeshift hospitals as cases surged. At the University of Michigan, dormitories transformed into quarantine facilities after infirmaries overflowed.\u003c/p>\n\u003cp>And then came a second wave — deadlier than the first.\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_66098\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66098\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2.jpg\" alt=\"Signatures on a sheet of paper\" width=\"780\" height=\"1006\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2-160x206.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2-768x991.jpg 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The first page of a signed petition from the students of the University of Idaho requesting cancellation of studies, school functions, and other duties until after the Thanksgiving Holiday due to the pandemic quarantine, ca. 1918. Credit: University of Idaho Library Digital Collections\u003c/figcaption>\u003c/figure>\n\u003cp>The Spanish flu ultimately killed about 675,000 Americans at a time when the U.S. population was roughly 100 million — nearly twice the proportional death rate of Covid-19, which has claimed about 1.2 million lives in a country more than three times as large. Unlike Covid, the Spanish flu struck hardest at young adults in their 20s and 30s, the very ages colleges relied on to fill their classrooms and new faculty seats. Yet, Levine argues, higher education never managed to help that generation recover — academically, socially or psychologically.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, institutions moved on.\u003c/p>\n\u003cp>“We essentially aged out of it,” said Levine, speaking at the American Enterprise Institute in January about \u003ca href=\"https://www.aei.org/events/tackling-higher-educations-challenges-a-conversation-with-frederick-m-hess-and-brandeis-university-president-arthur-levine/\">higher education’s challenges\u003c/a>. “Pretty soon the people who were home weren’t in college anymore. It’s a relatively short number of years.”\u003c/p>\n\u003cp>There were innovations. In what we would now call remote learning, colleges expanded correspondence courses. In 1922, Penn State became the first institution to use radio for instruction. Female enrollment grew, particularly in nursing.\u003c/p>\n\u003cp>But there was little evidence of repair or recovery. Students who had seen their education disrupted by both World War I and the pandemic were depleted in number and altered in outlook. They would come to be known as the lost generation: disillusioned, cynical, psychologically scarred and searching for meaning in a world that had failed to make sense.\u003c/p>\n\u003cp>What prevented this loss from registering as a lasting crisis was scale. In the late 1910s and early 1920s, only about 5 percent of young Americans attended college. There were far fewer colleges and universities. And higher education was not yet central to economic and social life in the way it is today. When one cohort faltered, institutions simply admitted the next. Replacement took the place of recovery.\u003c/p>\n\u003cp>Still, the cultural effects were visible. Writers like Ernest Hemingway, Gertrude Stein and F. Scott Fitzgerald chronicled the lingering disillusionment of a generation shaped by war and disease. The Roaring Twenties, Levine argues, were less a sign of healing than a counterreaction that would be followed, a decade later, by the Great Depression.\u003c/p>\n\u003cp>Levine doesn’t romanticize the past. “Everything I’ve read makes it sound like the Spanish flu combined with World War I may have been a harder slog,” he said in an interview. “So many lives were lost — not only students but faculty and staff. Mental health resources were primitive.”\u003c/p>\n\u003cp>The parallels to the present are unsettling, but the differences may matter even more. Today, well over 60 percent of young adults attend college immediately or shortly after high school. Higher education has become a mass institution, deeply intertwined with economic mobility and social identity. And Covid did not just disrupt schooling; it imposed prolonged social isolation at a formative stage of development for teens and young adults. Levine notes that it is impossible to disentangle the effects of the pandemic from the rise of smartphones and social media, which were already reshaping how young people relate to one another.\u003c/p>\n\u003cp>Enrollment declines following Covid echo those of the Spanish flu era. But replacement may no longer be a viable strategy. When higher education serves a small elite, institutions can absorb loss quietly. When it serves a majority, the consequences of disruption are broader, more visible, and harder to outrun.\u003c/p>\n\u003cp>The lesson of the Spanish flu is not that young people inevitably bounce back. It is that institutions endured by waiting. A century ago, that carried limited cost. Today, with a far larger and more psychologically vulnerable young adult population, the price may be far higher.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about how the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-spanish-flu-universities/\">\u003cem>Spanish flu\u003c/em>\u003c/a>\u003cem> affected universities was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 1918, Edward Kidder Graham, the president of the University of North Carolina, tried to reassure anxious parents. The Spanish flu was spreading rapidly, but Graham insisted the university was doing all it could to keep students safe. Weeks later, Graham himself contracted the virus and died. His successor, Marvin Hendrix Stacy, promptly succumbed to the epidemic two months later.\u003c/p>\n\u003cp>Many universities endured similar chaos during the Spanish flu, as I learned from reading a chapter in a forthcoming book on higher education, “\u003ca href=\"https://www.press.jhu.edu/books/title/53895/upheaval-action\">From Upheaval to Action: What Works in Changing Higher Ed\u003c/a>,” by sociologist and Brandeis University President Arthur Levine and University of Pennsylvania administrator Scott Van Pelt. (\u003cem>Disclosure: Levine was the president of Teachers College, Columbia University from 1994 to 2006, during which he launched The Hechinger Institute, the precursor to The Hechinger Report.\u003c/em>)\u003c/p>\n\u003cp>But what really struck me was how many colleges’ experiences resembled those of the Covid-19 era.\u003c/p>\n\u003cp>During the 1918 pandemic, Harvard canceled lectures with more than 50 students. Yale shut down its campus after partial measures failed to contain the spread. Many urban colleges closed temporarily. Orientations, commencements and large public gatherings were canceled or postponed. At Iowa State University, gymnasiums were converted into makeshift hospitals as cases surged. At the University of Michigan, dormitories transformed into quarantine facilities after infirmaries overflowed.\u003c/p>\n\u003cp>And then came a second wave — deadlier than the first.\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_66098\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66098\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2.jpg\" alt=\"Signatures on a sheet of paper\" width=\"780\" height=\"1006\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2-160x206.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/02/Signatures-2-768x991.jpg 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The first page of a signed petition from the students of the University of Idaho requesting cancellation of studies, school functions, and other duties until after the Thanksgiving Holiday due to the pandemic quarantine, ca. 1918. Credit: University of Idaho Library Digital Collections\u003c/figcaption>\u003c/figure>\n\u003cp>The Spanish flu ultimately killed about 675,000 Americans at a time when the U.S. population was roughly 100 million — nearly twice the proportional death rate of Covid-19, which has claimed about 1.2 million lives in a country more than three times as large. Unlike Covid, the Spanish flu struck hardest at young adults in their 20s and 30s, the very ages colleges relied on to fill their classrooms and new faculty seats. Yet, Levine argues, higher education never managed to help that generation recover — academically, socially or psychologically.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, institutions moved on.\u003c/p>\n\u003cp>“We essentially aged out of it,” said Levine, speaking at the American Enterprise Institute in January about \u003ca href=\"https://www.aei.org/events/tackling-higher-educations-challenges-a-conversation-with-frederick-m-hess-and-brandeis-university-president-arthur-levine/\">higher education’s challenges\u003c/a>. “Pretty soon the people who were home weren’t in college anymore. It’s a relatively short number of years.”\u003c/p>\n\u003cp>There were innovations. In what we would now call remote learning, colleges expanded correspondence courses. In 1922, Penn State became the first institution to use radio for instruction. Female enrollment grew, particularly in nursing.\u003c/p>\n\u003cp>But there was little evidence of repair or recovery. Students who had seen their education disrupted by both World War I and the pandemic were depleted in number and altered in outlook. They would come to be known as the lost generation: disillusioned, cynical, psychologically scarred and searching for meaning in a world that had failed to make sense.\u003c/p>\n\u003cp>What prevented this loss from registering as a lasting crisis was scale. In the late 1910s and early 1920s, only about 5 percent of young Americans attended college. There were far fewer colleges and universities. And higher education was not yet central to economic and social life in the way it is today. When one cohort faltered, institutions simply admitted the next. Replacement took the place of recovery.\u003c/p>\n\u003cp>Still, the cultural effects were visible. Writers like Ernest Hemingway, Gertrude Stein and F. Scott Fitzgerald chronicled the lingering disillusionment of a generation shaped by war and disease. The Roaring Twenties, Levine argues, were less a sign of healing than a counterreaction that would be followed, a decade later, by the Great Depression.\u003c/p>\n\u003cp>Levine doesn’t romanticize the past. “Everything I’ve read makes it sound like the Spanish flu combined with World War I may have been a harder slog,” he said in an interview. “So many lives were lost — not only students but faculty and staff. Mental health resources were primitive.”\u003c/p>\n\u003cp>The parallels to the present are unsettling, but the differences may matter even more. Today, well over 60 percent of young adults attend college immediately or shortly after high school. Higher education has become a mass institution, deeply intertwined with economic mobility and social identity. And Covid did not just disrupt schooling; it imposed prolonged social isolation at a formative stage of development for teens and young adults. Levine notes that it is impossible to disentangle the effects of the pandemic from the rise of smartphones and social media, which were already reshaping how young people relate to one another.\u003c/p>\n\u003cp>Enrollment declines following Covid echo those of the Spanish flu era. But replacement may no longer be a viable strategy. When higher education serves a small elite, institutions can absorb loss quietly. When it serves a majority, the consequences of disruption are broader, more visible, and harder to outrun.\u003c/p>\n\u003cp>The lesson of the Spanish flu is not that young people inevitably bounce back. It is that institutions endured by waiting. A century ago, that carried limited cost. Today, with a far larger and more psychologically vulnerable young adult population, the price may be far higher.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about how the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-spanish-flu-universities/\">\u003cem>Spanish flu\u003c/em>\u003c/a>\u003cem> affected universities was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Stacks of worksheets sit atop desks and tables in Chanea Bond’s Fort Worth classroom. Her students all have their own school-issued laptops, but Bond has swapped computers for paper — lots of paper.\u003c/p>\n\u003cp>Each class begins with several minutes of journaling in notebooks, and nearly all assignments must be handwritten and physically turned in.\u003c/p>\n\u003cp>“If you walk into almost any one of my classes today, you will see that all of my students are handwriting,” Bond says, “and they are journaling, and they are constantly and consistently doing everything with a pen or a pencil.”\u003c/p>\n\u003cp>Bond teaches at Southwest High School in the Fort Worth Independent School District, which serves mostly students from low-income backgrounds. She says going almost entirely analog is the best way she’s found to keep generative artificial intelligence out of her American literature and composition classes.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“A lot of people say to me: ‘Aren’t you afraid that they’re going to get behind?’ And my response is: ‘I know that when my students leave my class that they know how to think and they know how to write.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Recent data suggests educators may be embracing AI more than they’re eschewing it, like Bond has. Roughly 60% of surveyed teachers said they used AI at least a little in their classroom, according to a \u003ca href=\"https://www.edweek.org/technology/chatgpt-for-teachers-a-boon-a-bust-or-just-meh/2025/11?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noopener\">July 2025\u003c/a> poll from the EdWeek Research Center.\u003c/p>\n\u003cp>Initially, Bond says she tried to incorporate AI into her teaching. She had students read and annotate the poem \u003cem>Still I Rise\u003c/em> by Maya Angelou, and then she allowed them to use AI to write a thesis statement for a literary analysis.\u003c/p>\n\u003cp>“It was terrible,” she says, adding that it was clear the students who used AI weren’t really engaging with the text.\u003c/p>\n\u003cp>“They didn’t know the material because they had outsourced that level of thinking and they didn’t have to come to a conclusion or an argument about the text they were studying on their own.”\u003c/p>\n\u003cp>She realized her students couldn’t always discern whether what AI generated was valuable or not, and they still needed to build foundational skills, like how to write a thesis and construct an argument.\u003c/p>\n\u003cp>“Where are those skills going to be built, if not here?” Bond asks.\u003c/p>\n\u003ch2>What AI-free teaching looks like\u003c/h2>\n\u003cp>Bond says journaling by hand at the start of every class gets her students in the practice of writing and builds their confidence to write longer pieces. It also allows Bond to learn their writing voices.\u003c/p>\n\u003cp>“I know that I have a lot of students who don’t believe that their voices sound academic enough,” Bond says. “I like to give them low stakes opportunities to start cultivating what they want to say and how they want to say it.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcd%2F11%2F2e2ab82e478d9171130deeaf2c0a%2Fai-ban3.jpg\" alt=\"Bond provides her students with dictionaries, so they don't have to rely on technology to look up words. And she sometimes uses a pocket instructor book for ideas to get students to talk about and engage with literature.\">\u003cfigcaption>Bond provides her students with dictionaries, so they don’t have to rely on technology to look up words. And she sometimes uses a pocket instructor book for ideas to get students to talk about and engage with literature. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And instead of grading only the final essay or presentation, Bond grades the different parts of the process, including the thesis, the outline, the bibliography and the handwritten draft.\u003c/p>\n\u003cp>“The steps matter to the cumulative overall grade because that’s how I know that the thinking is happening,” Bond says. “I think a student is less likely to turn in something that is written by AI if they’ve had to show me the beginning, the middle and the end, and the different pieces that go into it.”\u003c/p>\n\u003cp>When students reach the final stages of this process, Bond has them type their essays out. Unless they have accommodations for a disability, Bond says this is the only time students use computers in her class.\u003c/p>\n\u003ch3>The response from students\u003c/h3>\n\u003cp>Meyah Alvarez, a junior, was initially confused by Bond’s approach. She says at the beginning of the school year, she turned in a typed outline for a poetry analysis podcast and Bond told her to re-do it by hand because it would help her think and write better.\u003c/p>\n\u003cp>“It was different, but I do like it now,” Alvarez says. “I feel like it actually does get my brain thinking.”\u003c/p>\n\u003cp>Literature classes haven’t always been Alvarez’s favorite, but she says she loves Bond’s lessons. She likes the interactive nature of her assignments and that Bond gives students opportunities to write about their opinions and experiences.\u003c/p>\n\u003cp>“Ms. Bond’s approach is very good. Like, she makes it to where AI can’t even really help you at this point,” Alvarez says.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F83%2Ff5%2Fbb18d15643908e6204ed3fb97679%2Fai-ban4.jpg\" alt=\"Bond's classroom includes a display of handwritten thank you notes from students.\">\u003cfigcaption>Bond’s classroom includes a display of handwritten thank you notes from students. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several of Bond’s students told NPR they appreciate Bond’s AI ban because they’re opposed to the technology for \u003ca href=\"https://www.npr.org/2025/10/14/nx-s1-5565147/google-ai-data-centers-growth-environment-electricity\" target=\"_blank\" rel=\"noopener\">environmental\u003c/a> and ethical reasons. But virtually all of them say AI-use on school assignments is widespread among their peers.\u003c/p>\n\u003cp>“Maybe some of us don’t want to admit that we use it because it’s kind of a cultural taboo,” says sophomore Eligh Ellison.\u003c/p>\n\u003cp>Ellison says he’s used AI to help him with schoolwork in the past, and to brainstorm names for characters in stories he writes. But he supports Bond’s AI ban. He says her class is an opportunity to figure out what \u003cem>he \u003c/em>thinks — not what AI thinks.\u003c/p>\n\u003cp>“I think that AI does have a time and a place, but especially as it’s still evolving and a lot of us are still yet to make solid opinions, we’re standing on shaky ground.”\u003c/p>\n\u003cp>Even students who have gotten caught using AI in Bond’s class say they’ve learned from the experience.\u003c/p>\n\u003cp>T, a junior, says he turned to AI after waiting until the last minute to complete a bibliography on his chosen research topic: the adultification of children. His family requested we only use his first initial so he can talk freely without it impacting college applications.\u003c/p>\n\u003cp>“It probably wasn’t smart, but also I had other work to do. So I put it through AI. I had it write it for me.”\u003c/p>\n\u003cp>Bond says she realized immediately that T had used AI. She was disappointed, but she tried not to take it personally.\u003c/p>\n\u003cp>“He really felt overwhelmed and he got to a point where he felt really afraid of not turning something in, and so he turned something in,” Bond says.\u003c/p>\n\u003cp>T redid the assignment from scratch with help from Bond.\u003c/p>\n\u003cp>He says he now has this advice for students who may be tempted to use AI to do their schoolwork for them: “Take a second and think about it. Would you rather really grow from an experience of actually doing some work and critically thinking about the things you’re writing or talking about, or just taking nothing away from it and just use a robot?”\u003c/p>\n\u003ch2>How others are embracing the technology\u003c/h2>\n\u003cp>Not every teacher agrees with Bond’s approach – including her friend, Brett Vogelsinger, who teaches English at Central Bucks High School South outside Philadelphia.\u003c/p>\n\u003cp>He says he tries to model responsible AI use to his students, showing them the difference between using the technology to cheat and using it to advance their learning.\u003c/p>\n\u003cp>Vogelsinger says he wants his students to be able “to determine that this particular use is shortcutting and shortchanging my thinking and this use is pushing me and actually making me think more.”\u003c/p>\n\u003cp>And he allows AI use on some assignments — so long as students are transparent about \u003cem>how\u003c/em> they used it.\u003c/p>\n\u003cp>But even Vogelsinger, who wrote a book about using AI in writing instruction, says he’s still figuring out how and when to incorporate AI into teaching: “We’re very much in the experimental phase of all this.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>And while Bond and many of her students see the value of an AI-free classroom, the federal government, some states and some school districts are embracing the technology.\u003c/p>\n\u003cp>Miami-Dade County Public Schools, one of the country’s largest districts, \u003ca href=\"https://www.wlrn.org/education/2025-05-19/miami-schools-ai\" target=\"_blank\" rel=\"noopener\">gives high schoolers access to Google’s Gemini chatbot\u003c/a>.\u003c/p>\n\u003cp>“The future is now,” said Miami-Dade Superintendent Jose Dotres, \u003ca href=\"https://www.youtube.com/watch?v=Vz8GI5piLT4\" target=\"_blank\" rel=\"noopener\">in a video\u003c/a> published on the Google for Education YouTube account. “We have to embrace the fact that AI is becoming an important tool for not only learning, but teaching.”\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.nj.gov/education/news/2025/NewJerseyDepartmentofEducationAnnouncesGrantAwardstoSupportArtificialIntelligenceInnovationinEducation.pdf\" target=\"_blank\" rel=\"noopener\">over a million dollars in grants\u003c/a> last year to advance classroom AI use. The governor at the time, Phil Murphy, said it was an effort to invest in “the next generation of tech leaders.”\u003c/p>\n\u003cp>And last spring, the Trump administration issued an executive order to expand AI education in K-12 schools through public-private partnerships and grants for AI teacher training. Guidance from the U.S. Department of Education also supports “responsible adoption of AI” in schools.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F8e%2F1b%2F375713144fa09bb8195ad5c1ff92%2Fai-ban5.jpg\" alt=\"Chanea Bond disagrees with the argument that not incorporating AI into lessons puts her students at risk of falling behind. 'I just don't see a world where students learning how to think and learning how to articulate themselves puts them at a disadvantage,' she says.\">\u003cfigcaption>Chanea Bond disagrees with the argument that not incorporating AI into lessons puts her students at risk of falling behind. “I just don’t see a world where students learning how to think and learning how to articulate themselves puts them at a disadvantage,” she says. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bond says she’s open to changing her mind, but right now she doesn’t see much value in AI for her students.\u003c/p>\n\u003cp>“It’s less harmful to me to make sure that they can do the things without the AI than to try and push the AI into my classroom knowing that, at least for some of them, it’s going to mean that they don’t get to acquire the skills that they need,” Bond says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This reporting was supported by a grant from the\u003c/em>\u003ca href=\"https://www.tarbellcenter.org/\" target=\"_blank\" rel=\"noopener\">\u003cem> Tarbell Center for AI Journalism\u003c/em>\u003c/a>\u003cem> and the Omidyar Network’s \u003c/em>\u003ca href=\"https://omidyar.com/update/omidyar-network-announces-2026-class-of-reporters-in-residence/\" target=\"_blank\" rel=\"noopener\">\u003cem>Reporters in Residence program\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stacks of worksheets sit atop desks and tables in Chanea Bond’s Fort Worth classroom. Her students all have their own school-issued laptops, but Bond has swapped computers for paper — lots of paper.\u003c/p>\n\u003cp>Each class begins with several minutes of journaling in notebooks, and nearly all assignments must be handwritten and physically turned in.\u003c/p>\n\u003cp>“If you walk into almost any one of my classes today, you will see that all of my students are handwriting,” Bond says, “and they are journaling, and they are constantly and consistently doing everything with a pen or a pencil.”\u003c/p>\n\u003cp>Bond teaches at Southwest High School in the Fort Worth Independent School District, which serves mostly students from low-income backgrounds. She says going almost entirely analog is the best way she’s found to keep generative artificial intelligence out of her American literature and composition classes.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“A lot of people say to me: ‘Aren’t you afraid that they’re going to get behind?’ And my response is: ‘I know that when my students leave my class that they know how to think and they know how to write.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Recent data suggests educators may be embracing AI more than they’re eschewing it, like Bond has. Roughly 60% of surveyed teachers said they used AI at least a little in their classroom, according to a \u003ca href=\"https://www.edweek.org/technology/chatgpt-for-teachers-a-boon-a-bust-or-just-meh/2025/11?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noopener\">July 2025\u003c/a> poll from the EdWeek Research Center.\u003c/p>\n\u003cp>Initially, Bond says she tried to incorporate AI into her teaching. She had students read and annotate the poem \u003cem>Still I Rise\u003c/em> by Maya Angelou, and then she allowed them to use AI to write a thesis statement for a literary analysis.\u003c/p>\n\u003cp>“It was terrible,” she says, adding that it was clear the students who used AI weren’t really engaging with the text.\u003c/p>\n\u003cp>“They didn’t know the material because they had outsourced that level of thinking and they didn’t have to come to a conclusion or an argument about the text they were studying on their own.”\u003c/p>\n\u003cp>She realized her students couldn’t always discern whether what AI generated was valuable or not, and they still needed to build foundational skills, like how to write a thesis and construct an argument.\u003c/p>\n\u003cp>“Where are those skills going to be built, if not here?” Bond asks.\u003c/p>\n\u003ch2>What AI-free teaching looks like\u003c/h2>\n\u003cp>Bond says journaling by hand at the start of every class gets her students in the practice of writing and builds their confidence to write longer pieces. It also allows Bond to learn their writing voices.\u003c/p>\n\u003cp>“I know that I have a lot of students who don’t believe that their voices sound academic enough,” Bond says. “I like to give them low stakes opportunities to start cultivating what they want to say and how they want to say it.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcd%2F11%2F2e2ab82e478d9171130deeaf2c0a%2Fai-ban3.jpg\" alt=\"Bond provides her students with dictionaries, so they don't have to rely on technology to look up words. And she sometimes uses a pocket instructor book for ideas to get students to talk about and engage with literature.\">\u003cfigcaption>Bond provides her students with dictionaries, so they don’t have to rely on technology to look up words. And she sometimes uses a pocket instructor book for ideas to get students to talk about and engage with literature. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And instead of grading only the final essay or presentation, Bond grades the different parts of the process, including the thesis, the outline, the bibliography and the handwritten draft.\u003c/p>\n\u003cp>“The steps matter to the cumulative overall grade because that’s how I know that the thinking is happening,” Bond says. “I think a student is less likely to turn in something that is written by AI if they’ve had to show me the beginning, the middle and the end, and the different pieces that go into it.”\u003c/p>\n\u003cp>When students reach the final stages of this process, Bond has them type their essays out. Unless they have accommodations for a disability, Bond says this is the only time students use computers in her class.\u003c/p>\n\u003ch3>The response from students\u003c/h3>\n\u003cp>Meyah Alvarez, a junior, was initially confused by Bond’s approach. She says at the beginning of the school year, she turned in a typed outline for a poetry analysis podcast and Bond told her to re-do it by hand because it would help her think and write better.\u003c/p>\n\u003cp>“It was different, but I do like it now,” Alvarez says. “I feel like it actually does get my brain thinking.”\u003c/p>\n\u003cp>Literature classes haven’t always been Alvarez’s favorite, but she says she loves Bond’s lessons. She likes the interactive nature of her assignments and that Bond gives students opportunities to write about their opinions and experiences.\u003c/p>\n\u003cp>“Ms. Bond’s approach is very good. Like, she makes it to where AI can’t even really help you at this point,” Alvarez says.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F83%2Ff5%2Fbb18d15643908e6204ed3fb97679%2Fai-ban4.jpg\" alt=\"Bond's classroom includes a display of handwritten thank you notes from students.\">\u003cfigcaption>Bond’s classroom includes a display of handwritten thank you notes from students. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several of Bond’s students told NPR they appreciate Bond’s AI ban because they’re opposed to the technology for \u003ca href=\"https://www.npr.org/2025/10/14/nx-s1-5565147/google-ai-data-centers-growth-environment-electricity\" target=\"_blank\" rel=\"noopener\">environmental\u003c/a> and ethical reasons. But virtually all of them say AI-use on school assignments is widespread among their peers.\u003c/p>\n\u003cp>“Maybe some of us don’t want to admit that we use it because it’s kind of a cultural taboo,” says sophomore Eligh Ellison.\u003c/p>\n\u003cp>Ellison says he’s used AI to help him with schoolwork in the past, and to brainstorm names for characters in stories he writes. But he supports Bond’s AI ban. He says her class is an opportunity to figure out what \u003cem>he \u003c/em>thinks — not what AI thinks.\u003c/p>\n\u003cp>“I think that AI does have a time and a place, but especially as it’s still evolving and a lot of us are still yet to make solid opinions, we’re standing on shaky ground.”\u003c/p>\n\u003cp>Even students who have gotten caught using AI in Bond’s class say they’ve learned from the experience.\u003c/p>\n\u003cp>T, a junior, says he turned to AI after waiting until the last minute to complete a bibliography on his chosen research topic: the adultification of children. His family requested we only use his first initial so he can talk freely without it impacting college applications.\u003c/p>\n\u003cp>“It probably wasn’t smart, but also I had other work to do. So I put it through AI. I had it write it for me.”\u003c/p>\n\u003cp>Bond says she realized immediately that T had used AI. She was disappointed, but she tried not to take it personally.\u003c/p>\n\u003cp>“He really felt overwhelmed and he got to a point where he felt really afraid of not turning something in, and so he turned something in,” Bond says.\u003c/p>\n\u003cp>T redid the assignment from scratch with help from Bond.\u003c/p>\n\u003cp>He says he now has this advice for students who may be tempted to use AI to do their schoolwork for them: “Take a second and think about it. Would you rather really grow from an experience of actually doing some work and critically thinking about the things you’re writing or talking about, or just taking nothing away from it and just use a robot?”\u003c/p>\n\u003ch2>How others are embracing the technology\u003c/h2>\n\u003cp>Not every teacher agrees with Bond’s approach – including her friend, Brett Vogelsinger, who teaches English at Central Bucks High School South outside Philadelphia.\u003c/p>\n\u003cp>He says he tries to model responsible AI use to his students, showing them the difference between using the technology to cheat and using it to advance their learning.\u003c/p>\n\u003cp>Vogelsinger says he wants his students to be able “to determine that this particular use is shortcutting and shortchanging my thinking and this use is pushing me and actually making me think more.”\u003c/p>\n\u003cp>And he allows AI use on some assignments — so long as students are transparent about \u003cem>how\u003c/em> they used it.\u003c/p>\n\u003cp>But even Vogelsinger, who wrote a book about using AI in writing instruction, says he’s still figuring out how and when to incorporate AI into teaching: “We’re very much in the experimental phase of all this.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>And while Bond and many of her students see the value of an AI-free classroom, the federal government, some states and some school districts are embracing the technology.\u003c/p>\n\u003cp>Miami-Dade County Public Schools, one of the country’s largest districts, \u003ca href=\"https://www.wlrn.org/education/2025-05-19/miami-schools-ai\" target=\"_blank\" rel=\"noopener\">gives high schoolers access to Google’s Gemini chatbot\u003c/a>.\u003c/p>\n\u003cp>“The future is now,” said Miami-Dade Superintendent Jose Dotres, \u003ca href=\"https://www.youtube.com/watch?v=Vz8GI5piLT4\" target=\"_blank\" rel=\"noopener\">in a video\u003c/a> published on the Google for Education YouTube account. “We have to embrace the fact that AI is becoming an important tool for not only learning, but teaching.”\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.nj.gov/education/news/2025/NewJerseyDepartmentofEducationAnnouncesGrantAwardstoSupportArtificialIntelligenceInnovationinEducation.pdf\" target=\"_blank\" rel=\"noopener\">over a million dollars in grants\u003c/a> last year to advance classroom AI use. The governor at the time, Phil Murphy, said it was an effort to invest in “the next generation of tech leaders.”\u003c/p>\n\u003cp>And last spring, the Trump administration issued an executive order to expand AI education in K-12 schools through public-private partnerships and grants for AI teacher training. Guidance from the U.S. Department of Education also supports “responsible adoption of AI” in schools.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1600x1066+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F8e%2F1b%2F375713144fa09bb8195ad5c1ff92%2Fai-ban5.jpg\" alt=\"Chanea Bond disagrees with the argument that not incorporating AI into lessons puts her students at risk of falling behind. 'I just don't see a world where students learning how to think and learning how to articulate themselves puts them at a disadvantage,' she says.\">\u003cfigcaption>Chanea Bond disagrees with the argument that not incorporating AI into lessons puts her students at risk of falling behind. “I just don’t see a world where students learning how to think and learning how to articulate themselves puts them at a disadvantage,” she says. \u003ccite> (Nitashia Johnson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bond says she’s open to changing her mind, but right now she doesn’t see much value in AI for her students.\u003c/p>\n\u003cp>“It’s less harmful to me to make sure that they can do the things without the AI than to try and push the AI into my classroom knowing that, at least for some of them, it’s going to mean that they don’t get to acquire the skills that they need,” Bond says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This reporting was supported by a grant from the\u003c/em>\u003ca href=\"https://www.tarbellcenter.org/\" target=\"_blank\" rel=\"noopener\">\u003cem> Tarbell Center for AI Journalism\u003c/em>\u003c/a>\u003cem> and the Omidyar Network’s \u003c/em>\u003ca href=\"https://omidyar.com/update/omidyar-network-announces-2026-class-of-reporters-in-residence/\" target=\"_blank\" rel=\"noopener\">\u003cem>Reporters in Residence program\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "young-employed-and-unhappy",
"title": "Young, Employed — and Unhappy?",
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"content": "\u003cp>For decades, economists could rely on a comforting graph about happiness over a lifetime: It followed a U-shape, like a smile. Young people were carefree and happy. Middle age was rough but joy returned again in old age. This wasn’t a flimsy finding. More than 600 academic papers, published from 1980 to 2020, documented this up-down-up trend in human psychology across 145 countries.\u003c/p>\n\u003cp>\u003cstrong>Classic example of a happiness U-curve from the U.K.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66083\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66083\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve.png\" alt=\"A graph showing a steep U shaped curve compared to a more flat U shaped curve. \" width=\"512\" height=\"364\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve-160x114.png 160w\" sizes=\"auto, (max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Life satisfaction at different ages in the UK, 2011-2015 (416,000 observations) Source: Andrew Oswald and David Blanchflower, 2017. https://cepr.org/voxeu/columns/midlife-low-human-beings\u003c/figcaption>\u003c/figure>\n\u003cp>Then, during the pandemic, many people noticed that the young weren’t so happy anymore. There was a surge of youth mental illness, especially anxiety and depression. The U-shaped smile was fast disappearing globally and shifting into a sneer.\u003c/p>\n\u003cp>David Blanchflower, a prominent British-American labor economist at Dartmouth College, has been studying this decline in youth well-being and trying to understand it. Based on large surveys of mental health, he dates the start of the deterioration in the U.S. and the U.K. to around 2013, seven years before the Covid pandemic and the isolation of lockdowns.\u003c/p>\n\u003cp>“That’s when smartphones came along,” said Blanchflower.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Social media would seem a logical culprit for the rise in misery. Smartphones had just become ubiquitous around that time, and critics like social psychologist Jonathan Haidt have argued that they’ve been rewiring adolescent brains for the worse.\u003c/p>\n\u003cp>But when Blanchflower dug into the data, the smartphone story provided only a partial explanation. If social media were the main driver, you’d expect misery to rise among all young people at roughly the same rate. And while it’s true that ill-being increased among all young adults, Blanchflower discovered that the decline in well-being was concentrated among those young adults who were working, especially females under 25. College students and others not working still showed something close to the old happiness curve, even if the left corner wasn’t quite as upturned.\u003c/p>\n\u003cp>That raises a puzzling question: Why are young \u003cem>workers\u003c/em> so unhappy?\u003c/p>\n\u003cp>They’re not having trouble getting a job. Employment rates for 16- to 24-year-olds have risen since 2010. Their hours have increased. Their relative wages have also risen. Blanchflower analyzed decades of U.S. survey data on mental health and linked it to employment outcomes. His analysis appeared in a \u003ca href=\"https://www.nber.org/system/files/working_papers/w34696/w34696.pdf\">working paper\u003c/a>, not yet published in a peer-reviewed journal, but circulated by the National Bureau of Economic Research in January 2026.\u003c/p>\n\u003cp>This data shows that the rise in ill-being and fall in well-being are especially large for the youngest workers aged 18-22 over the last decade. And it confirms that non-workers this age, namely college students, aren’t as miserable. They’re still relatively happy. This diverging pattern was true for the U.S. as a whole and in all 50 states between 2020 and 2025. What’s particularly new, according to Blanchflower, is the sharp increase in despair and misery among young workers. He created this chart for me.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-66082\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve.png\" alt=\"A graph showing a gradual rise over time of despair\" width=\"360\" height=\"217\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve.png 360w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve-160x96.png 160w\" sizes=\"auto, (max-width: 360px) 100vw, 360px\">\u003c/p>\n\u003cp>Despair is also sharply stratified by education: High school dropouts fare far worse than college graduates, even those of the same age.\u003c/p>\n\u003cp>But back to why. Blanchflower notes that job satisfaction among the young has fallen. A Conference Board survey shows a persistent gap between younger and older workers. In 2025, job satisfaction was 72 percent among workers aged 55 and over and just 57 percent among those aged 18 to 24. Across multiple dimensions, young workers rate their jobs as lower quality than older workers do, and report greater difficulty with job stability and making ends meet.\u003c/p>\n\u003cp>One interpretation is that young people increasingly have what anthropologist David Graeber memorably called “bullshit jobs” — work that feels pointless, insecure and disconnected from any sense of purpose. There’s no direct proof of that, but other researchers have argued that young workers have borne the brunt of gig work, declining bargaining power, and vanishing career ladders. Fears of being replaced by AI are also strongest among the young.\u003c/p>\n\u003cp>Previous generations also often landed boring first jobs and worried about financial security. But expectations for work may have changed for members of Gen Z. Since around 2012, the share of young people who say they expect their chosen work to be “extremely satisfying” has fallen from about 40 percent to closer to 20 percent. If work is no longer expected to deliver meaning or identity, its psychological payoff may be lower.\u003c/p>\n\u003cp>Another theory is that the mental health of today’s young workers began deteriorating when they were still in high school. That damage carried into adulthood, making the transition from school to work harder — especially for those without college credentials.\u003c/p>\n\u003cp>“The youngest workers, especially those without any college, are hardest hit, and we don’t know why,” Blanchflower concludes in his paper.\u003c/p>\n\u003cp>Blanchflower’s study is a warning that something fundamental has gone wrong as young people enter the workforce. Policymakers need to keep this in mind as they create more pathways to good jobs that don’t require college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about young adult \u003c/em>\u003ca href=\"https://hechingerreport.org/young-adult-misery/\">\u003cem>misery\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For decades, economists could rely on a comforting graph about happiness over a lifetime: It followed a U-shape, like a smile. Young people were carefree and happy. Middle age was rough but joy returned again in old age. This wasn’t a flimsy finding. More than 600 academic papers, published from 1980 to 2020, documented this up-down-up trend in human psychology across 145 countries.\u003c/p>\n\u003cp>\u003cstrong>Classic example of a happiness U-curve from the U.K.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66083\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66083\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve.png\" alt=\"A graph showing a steep U shaped curve compared to a more flat U shaped curve. \" width=\"512\" height=\"364\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/U-Curve-160x114.png 160w\" sizes=\"auto, (max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Life satisfaction at different ages in the UK, 2011-2015 (416,000 observations) Source: Andrew Oswald and David Blanchflower, 2017. https://cepr.org/voxeu/columns/midlife-low-human-beings\u003c/figcaption>\u003c/figure>\n\u003cp>Then, during the pandemic, many people noticed that the young weren’t so happy anymore. There was a surge of youth mental illness, especially anxiety and depression. The U-shaped smile was fast disappearing globally and shifting into a sneer.\u003c/p>\n\u003cp>David Blanchflower, a prominent British-American labor economist at Dartmouth College, has been studying this decline in youth well-being and trying to understand it. Based on large surveys of mental health, he dates the start of the deterioration in the U.S. and the U.K. to around 2013, seven years before the Covid pandemic and the isolation of lockdowns.\u003c/p>\n\u003cp>“That’s when smartphones came along,” said Blanchflower.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Social media would seem a logical culprit for the rise in misery. Smartphones had just become ubiquitous around that time, and critics like social psychologist Jonathan Haidt have argued that they’ve been rewiring adolescent brains for the worse.\u003c/p>\n\u003cp>But when Blanchflower dug into the data, the smartphone story provided only a partial explanation. If social media were the main driver, you’d expect misery to rise among all young people at roughly the same rate. And while it’s true that ill-being increased among all young adults, Blanchflower discovered that the decline in well-being was concentrated among those young adults who were working, especially females under 25. College students and others not working still showed something close to the old happiness curve, even if the left corner wasn’t quite as upturned.\u003c/p>\n\u003cp>That raises a puzzling question: Why are young \u003cem>workers\u003c/em> so unhappy?\u003c/p>\n\u003cp>They’re not having trouble getting a job. Employment rates for 16- to 24-year-olds have risen since 2010. Their hours have increased. Their relative wages have also risen. Blanchflower analyzed decades of U.S. survey data on mental health and linked it to employment outcomes. His analysis appeared in a \u003ca href=\"https://www.nber.org/system/files/working_papers/w34696/w34696.pdf\">working paper\u003c/a>, not yet published in a peer-reviewed journal, but circulated by the National Bureau of Economic Research in January 2026.\u003c/p>\n\u003cp>This data shows that the rise in ill-being and fall in well-being are especially large for the youngest workers aged 18-22 over the last decade. And it confirms that non-workers this age, namely college students, aren’t as miserable. They’re still relatively happy. This diverging pattern was true for the U.S. as a whole and in all 50 states between 2020 and 2025. What’s particularly new, according to Blanchflower, is the sharp increase in despair and misery among young workers. He created this chart for me.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-66082\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve.png\" alt=\"A graph showing a gradual rise over time of despair\" width=\"360\" height=\"217\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve.png 360w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Despair-and-U-curve-160x96.png 160w\" sizes=\"auto, (max-width: 360px) 100vw, 360px\">\u003c/p>\n\u003cp>Despair is also sharply stratified by education: High school dropouts fare far worse than college graduates, even those of the same age.\u003c/p>\n\u003cp>But back to why. Blanchflower notes that job satisfaction among the young has fallen. A Conference Board survey shows a persistent gap between younger and older workers. In 2025, job satisfaction was 72 percent among workers aged 55 and over and just 57 percent among those aged 18 to 24. Across multiple dimensions, young workers rate their jobs as lower quality than older workers do, and report greater difficulty with job stability and making ends meet.\u003c/p>\n\u003cp>One interpretation is that young people increasingly have what anthropologist David Graeber memorably called “bullshit jobs” — work that feels pointless, insecure and disconnected from any sense of purpose. There’s no direct proof of that, but other researchers have argued that young workers have borne the brunt of gig work, declining bargaining power, and vanishing career ladders. Fears of being replaced by AI are also strongest among the young.\u003c/p>\n\u003cp>Previous generations also often landed boring first jobs and worried about financial security. But expectations for work may have changed for members of Gen Z. Since around 2012, the share of young people who say they expect their chosen work to be “extremely satisfying” has fallen from about 40 percent to closer to 20 percent. If work is no longer expected to deliver meaning or identity, its psychological payoff may be lower.\u003c/p>\n\u003cp>Another theory is that the mental health of today’s young workers began deteriorating when they were still in high school. That damage carried into adulthood, making the transition from school to work harder — especially for those without college credentials.\u003c/p>\n\u003cp>“The youngest workers, especially those without any college, are hardest hit, and we don’t know why,” Blanchflower concludes in his paper.\u003c/p>\n\u003cp>Blanchflower’s study is a warning that something fundamental has gone wrong as young people enter the workforce. Policymakers need to keep this in mind as they create more pathways to good jobs that don’t require college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about young adult \u003c/em>\u003ca href=\"https://hechingerreport.org/young-adult-misery/\">\u003cem>misery\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lynette Duncan didn’t expect to spend 20 hours over the past two weeks digging through a mothballed computer system, trying to retrieve admissions data from 2019.\u003c/p>\n\u003cp>Duncan is the director of institutional research at John Brown University, a small Christian university in northwest Arkansas, an hour’s drive from Walmart’s headquarters. She runs a one-person office that handles university data collections and analyses, both for internal use and to meet government mandates. Just last year, she spent months collecting and crunching new data to comply with \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/financial-value-transparency-and-gainful-employment-information\">a new federal rule\u003c/a> requiring that colleges show that their graduates are prepared for good jobs.\u003c/p>\n\u003cp>Then, in mid-December, another mandate abruptly arrived — this one at the \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">request of President Donald Trump\u003c/a>. Colleges were ordered to compile seven years of admissions data, broken down by race, sex, grades, SAT or ACT scores, and family income.\u003c/p>\n\u003cp>“It’s like one more weight on our backs,” Duncan said. “The workload – it’s not fun.”\u003c/p>\n\u003cp>John Brown University is one of almost 2,200 colleges and universities nationwide now scrambling to comply by March 18 with the new federal reporting requirement, formally known as the \u003ca href=\"https://surveys.nces.ed.gov/ipeds/public/survey-materials/instructions?instructionid=30156\">Admissions and Consumer Transparency Supplement\u003c/a>, or ACTS. By all accounts, it’s a ton of work, and at small institutions, the task falls largely on a single administrator or even the registrar. Failure to submit the data can bring steep fines and, ultimately, the loss of access to federal aid for students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After the Supreme Court’s 2023 decision banning affirmative action in college admissions, the Trump administration suspected that colleges might covertly continue to give racial preferences. To police compliance, the White House directed the Department of Education to collect detailed admissions data from colleges nationwide.\u003c/p>\n\u003cp>The data collection was unusual not only in its scope, but also in its speed. Federal education data collections typically take years to design, with multiple rounds of analysis, technical review panels, and revisions. This one moved from announcement to launch in a matter of months.\u003c/p>\n\u003ch2>\u003cstrong>A rush job\u003c/strong>\u003c/h2>\n\u003cp>One tiny indication that this was a rush job is in the \u003ca href=\"https://www.regulations.gov/document/ED-2025-SCC-0382-0001\">Federal Register notice\u003c/a>. Both enforce and admissions are misspelled in a proposal that’s all about admissions enforcement. Those words are spelled “admssions” and “enforece.”\u003c/p>\n\u003cp>A December \u003ca href=\"https://www.reginfo.gov/public/do/PRAViewDocument?ref_nbr=202512-1850-002\">filing\u003c/a> with the Office of Management and Budget incorrectly lists the number of institutions that are subject to the new data collection. It is nearly 2,200, not 1,660, according to the Association for Institutional Research, which is advising colleges on how to properly report the data. Community colleges are exempt, but four-year institutions with selective admissions or those that give out their own financial aid must comply. Graduate programs are included as well. That adds up to about 2,200 institutions.\u003c/p>\n\u003cp>In another filing with the Office of Management and Budget, the administration disclosed that none of the five remaining career Education Department officials with statistical experience had reviewed the proposal, including Matt Soldner, the acting commissioner of the National Center for Education Statistics. Most of the department’s \u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">statistical staff were fired \u003c/a>earlier this year as a first step to eliminating the Education Department, one of Trump’s campaign promises. RTI International, the federal contractor in North Carolina that already manages other higher education data collections for the Education Department, is also handling the day-to-day work of this new college admissions collection.\u003c/p>\n\u003cp>During \u003ca href=\"https://www.federalregister.gov/documents/search?conditions%5Bdocket_id%5D=Docket+No.%3A+ED-2025-SCC-0382&conditions%5Bsearch_type_id%5D=3&order=newest\">two public comment\u003c/a> periods, colleges and higher-education trade groups raised concerns about data quality and missing records, but there is little evidence those concerns substantially altered the final design. One change expanded the retrospective data requirement from five to six years so that at least one cohort of students would have a measurable six-year graduation rate. A second relieved colleges of the burden of making hundreds of complex statistical calculations themselves, instead instructing them to upload raw student data to an “aggregator tool” that would do all the math for them.\u003c/p>\n\u003cp>The Trump administration’s goal is to generate comparisons across race and sex categories, with large gaps potentially triggering further scrutiny.\u003c/p>\n\u003ch2>\u003cstrong>Missing data\u003c/strong>\u003c/h2>\n\u003cp>The results are unlikely to be reliable, experts told me, given how much of the underlying data is missing or incomplete. In a public \u003ca href=\"https://www.aacrao.org/docs/default-source/statements-and-letters/acts-survey-comments-round-2.pdf?sfvrsn=6caf499c_1#:~:text=Some%20state%2Dlevel%20data%20retention,an%20undue%20burden%20on%20institutions.&text=1%20American%20Association%20of%20Collegiate,and%20Archive%20of%20Student%20Records.\">comment letter\u003c/a>, Melanie Gottlieb, executive director of the American Association of Collegiate Registrars and Admissions Officers, warned that entire years of applicant data may not exist at many institutions. Some states advise colleges to delete records for applicants who never enrolled after a year. “If institutions are remaining compliant with their state policies, they will not have five years of data,” Gottlieb wrote.\u003c/p>\n\u003cp>The organization’s own guidance recommends that four-year colleges retain admissions records for just one year after an application cycle. One reason is privacy. Applicant files contain sensitive personal information, and purging unneeded records reduces the risk of exposing this data in breaches.\u003c/p>\n\u003cp>In other cases, especially at smaller institutions, admissions offices may offload applicant data simply to make room for new student records. Duncan said John Brown University has all seven years of required data, but a switch to a new computer system in 2019 has made it difficult to retrieve the first year.\u003c/p>\n\u003cp>Even when historical records are available, key details may be missing or incompatible with federal requirements, said Christine Keller, executive director of the Association for Institutional Research, which previously received a federal contract to train college administrators on accurate data collection until DOGE eliminated it. (The organization now receives some private funds for a reduced amount of training.)\u003c/p>\n\u003cp>Standardized test scores are unavailable for many students admitted under test-optional policies. The department is asking colleges to report an unweighted grade-point average on a four-point scale, even though many applicants submit only weighted GPAs on a five-point scale. In those cases, and there may be many of them, colleges are instructed to report the GPA as “unknown.”\u003c/p>\n\u003cp>Some students decline to report their race. Many holes are expected for family income. Colleges generally have income data only for students who completed federal financial-aid forms, which many applicants never file.\u003c/p>\n\u003cp>Ellen Keast, a spokeswoman for the Education Department, said in an email, “Schools are not expected to provide data they don’t have.” She added, “We know that some schools may have missing data for some data elements. We’ll review the extent of missing data before doing further calculations or analyses.”\u003c/p>\n\u003ch2>\u003cstrong>Male or female\u003c/strong>\u003c/h2>\n\u003cp>Even the category of sex poses problems. The Education Department’s spreadsheet allows only two options: male or female. Colleges, however, may collect sex or gender information using additional categories, such as nonbinary.\u003c/p>\n\u003cp>“That data is going to be, in my estimation, pretty worthless when it comes to really showing the different experiences of men and women,” Keller said. She is urging the department to add a “missing” option to avoid misleading results. “I think some people in the department may be misunderstanding that what’s needed is a missing-data option, not another sex category.”\u003c/p>\n\u003cp>The new “aggregator tool” itself is another source of anxiety. Designed to spare colleges from calculating quintile buckets for grades and test scores by race and sex, it can feel like a black box. Colleges are supposed to fill rows and rows of detailed student data into \u003ca href=\"https://www.dropbox.com/scl/fi/4roixwdh9g257tn944bpx/ACTS_Template_AY2024-25.xlsx?rlkey=76gp3ljxd2d4gsofkyjjp2fc3&st=h4vyr446&dl=0\">spreadsheets\u003c/a> and then upload the spreadsheets into the tool. The tool generates pooled summary statistics, such as the number of Black female applicants and admitted students who score in the top 20 percent at the college. Only the aggregated data will be reported to the federal government.\u003c/p>\n\u003cp>At John Brown University, Duncan worries about what those summaries might imply. Her institution is \u003ca href=\"https://www.jbu.edu/biblical-diversity-intercultural-engagement/\">predominantly white\u003c/a> and has never practiced affirmative action. But if high school grades or test scores differ by race — as they often do nationwide — the aggregated results could suggest bias where none was intended.\u003c/p>\n\u003cp>“That’s a concern,” Duncan said. “I’m hopeful that looking across multiple years of data, it won’t show that. You could have an anomaly in one year.”\u003c/p>\n\u003cp>The problem is that disparities are not anomalies. Standardized test scores and academic records \u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">routinely vary by race and sex\u003c/a>, making it difficult for almost any institution to avoid showing gaps.\u003c/p>\n\u003ch2>\u003cstrong>A catch-22 for colleges\u003c/strong>\u003c/h2>\n\u003cp>The stakes are high. In an emailed response to my questions, the Education Department pointed to \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">Trump’s Aug. 7 memorandum\u003c/a>, which directs the agency to take “remedial action” if colleges fail to submit the data on time or submit incomplete or inaccurate information.\u003c/p>\n\u003cp>Under federal law, each violation of these education data-reporting requirements can carry a fine of up to \u003ca href=\"https://surveys.nces.ed.gov/ipeds/public/survey-materials/faq?faqid=1\">$71,545\u003c/a>. Repeated noncompliance can ultimately lead to the loss of access to federal student aid, meaning students could no longer use Pell Grants or federal loans to pay tuition.\u003c/p>\n\u003cp>That leaves colleges in a bind. Failing to comply is costly. Complying, meanwhile, could produce flawed data that suggests bias and invites further scrutiny.\u003c/p>\n\u003cp>The order itself contradicts another administration goal. President Trump campaigned on reducing federal red tape and bureaucratic burden. Yet ACTS represents a significant expansion of paperwork for colleges. The Office of Management and Budget estimates that each institution will spend roughly 200 hours completing the survey this year — a figure that higher-education officials say may be an understatement.\u003c/p>\n\u003cp>Duncan is hoping she can finish the reporting in less than 200 hours, if there are no setbacks when she uploads the data. “If I get errors, it could take double the time,” she said.\u003c/p>\n\u003cp>For now, she is still gathering and cleaning old student records and waiting to see the results… all before the March 18 deadline.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-admissions-data-collection-strains-colleges/\"> \u003cem>college admissions data\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\"> \u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lynette Duncan didn’t expect to spend 20 hours over the past two weeks digging through a mothballed computer system, trying to retrieve admissions data from 2019.\u003c/p>\n\u003cp>Duncan is the director of institutional research at John Brown University, a small Christian university in northwest Arkansas, an hour’s drive from Walmart’s headquarters. She runs a one-person office that handles university data collections and analyses, both for internal use and to meet government mandates. Just last year, she spent months collecting and crunching new data to comply with \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/financial-value-transparency-and-gainful-employment-information\">a new federal rule\u003c/a> requiring that colleges show that their graduates are prepared for good jobs.\u003c/p>\n\u003cp>Then, in mid-December, another mandate abruptly arrived — this one at the \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">request of President Donald Trump\u003c/a>. Colleges were ordered to compile seven years of admissions data, broken down by race, sex, grades, SAT or ACT scores, and family income.\u003c/p>\n\u003cp>“It’s like one more weight on our backs,” Duncan said. “The workload – it’s not fun.”\u003c/p>\n\u003cp>John Brown University is one of almost 2,200 colleges and universities nationwide now scrambling to comply by March 18 with the new federal reporting requirement, formally known as the \u003ca href=\"https://surveys.nces.ed.gov/ipeds/public/survey-materials/instructions?instructionid=30156\">Admissions and Consumer Transparency Supplement\u003c/a>, or ACTS. By all accounts, it’s a ton of work, and at small institutions, the task falls largely on a single administrator or even the registrar. Failure to submit the data can bring steep fines and, ultimately, the loss of access to federal aid for students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the Supreme Court’s 2023 decision banning affirmative action in college admissions, the Trump administration suspected that colleges might covertly continue to give racial preferences. To police compliance, the White House directed the Department of Education to collect detailed admissions data from colleges nationwide.\u003c/p>\n\u003cp>The data collection was unusual not only in its scope, but also in its speed. Federal education data collections typically take years to design, with multiple rounds of analysis, technical review panels, and revisions. This one moved from announcement to launch in a matter of months.\u003c/p>\n\u003ch2>\u003cstrong>A rush job\u003c/strong>\u003c/h2>\n\u003cp>One tiny indication that this was a rush job is in the \u003ca href=\"https://www.regulations.gov/document/ED-2025-SCC-0382-0001\">Federal Register notice\u003c/a>. Both enforce and admissions are misspelled in a proposal that’s all about admissions enforcement. Those words are spelled “admssions” and “enforece.”\u003c/p>\n\u003cp>A December \u003ca href=\"https://www.reginfo.gov/public/do/PRAViewDocument?ref_nbr=202512-1850-002\">filing\u003c/a> with the Office of Management and Budget incorrectly lists the number of institutions that are subject to the new data collection. It is nearly 2,200, not 1,660, according to the Association for Institutional Research, which is advising colleges on how to properly report the data. Community colleges are exempt, but four-year institutions with selective admissions or those that give out their own financial aid must comply. Graduate programs are included as well. That adds up to about 2,200 institutions.\u003c/p>\n\u003cp>In another filing with the Office of Management and Budget, the administration disclosed that none of the five remaining career Education Department officials with statistical experience had reviewed the proposal, including Matt Soldner, the acting commissioner of the National Center for Education Statistics. Most of the department’s \u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">statistical staff were fired \u003c/a>earlier this year as a first step to eliminating the Education Department, one of Trump’s campaign promises. RTI International, the federal contractor in North Carolina that already manages other higher education data collections for the Education Department, is also handling the day-to-day work of this new college admissions collection.\u003c/p>\n\u003cp>During \u003ca href=\"https://www.federalregister.gov/documents/search?conditions%5Bdocket_id%5D=Docket+No.%3A+ED-2025-SCC-0382&conditions%5Bsearch_type_id%5D=3&order=newest\">two public comment\u003c/a> periods, colleges and higher-education trade groups raised concerns about data quality and missing records, but there is little evidence those concerns substantially altered the final design. One change expanded the retrospective data requirement from five to six years so that at least one cohort of students would have a measurable six-year graduation rate. A second relieved colleges of the burden of making hundreds of complex statistical calculations themselves, instead instructing them to upload raw student data to an “aggregator tool” that would do all the math for them.\u003c/p>\n\u003cp>The Trump administration’s goal is to generate comparisons across race and sex categories, with large gaps potentially triggering further scrutiny.\u003c/p>\n\u003ch2>\u003cstrong>Missing data\u003c/strong>\u003c/h2>\n\u003cp>The results are unlikely to be reliable, experts told me, given how much of the underlying data is missing or incomplete. In a public \u003ca href=\"https://www.aacrao.org/docs/default-source/statements-and-letters/acts-survey-comments-round-2.pdf?sfvrsn=6caf499c_1#:~:text=Some%20state%2Dlevel%20data%20retention,an%20undue%20burden%20on%20institutions.&text=1%20American%20Association%20of%20Collegiate,and%20Archive%20of%20Student%20Records.\">comment letter\u003c/a>, Melanie Gottlieb, executive director of the American Association of Collegiate Registrars and Admissions Officers, warned that entire years of applicant data may not exist at many institutions. Some states advise colleges to delete records for applicants who never enrolled after a year. “If institutions are remaining compliant with their state policies, they will not have five years of data,” Gottlieb wrote.\u003c/p>\n\u003cp>The organization’s own guidance recommends that four-year colleges retain admissions records for just one year after an application cycle. One reason is privacy. Applicant files contain sensitive personal information, and purging unneeded records reduces the risk of exposing this data in breaches.\u003c/p>\n\u003cp>In other cases, especially at smaller institutions, admissions offices may offload applicant data simply to make room for new student records. Duncan said John Brown University has all seven years of required data, but a switch to a new computer system in 2019 has made it difficult to retrieve the first year.\u003c/p>\n\u003cp>Even when historical records are available, key details may be missing or incompatible with federal requirements, said Christine Keller, executive director of the Association for Institutional Research, which previously received a federal contract to train college administrators on accurate data collection until DOGE eliminated it. (The organization now receives some private funds for a reduced amount of training.)\u003c/p>\n\u003cp>Standardized test scores are unavailable for many students admitted under test-optional policies. The department is asking colleges to report an unweighted grade-point average on a four-point scale, even though many applicants submit only weighted GPAs on a five-point scale. In those cases, and there may be many of them, colleges are instructed to report the GPA as “unknown.”\u003c/p>\n\u003cp>Some students decline to report their race. Many holes are expected for family income. Colleges generally have income data only for students who completed federal financial-aid forms, which many applicants never file.\u003c/p>\n\u003cp>Ellen Keast, a spokeswoman for the Education Department, said in an email, “Schools are not expected to provide data they don’t have.” She added, “We know that some schools may have missing data for some data elements. We’ll review the extent of missing data before doing further calculations or analyses.”\u003c/p>\n\u003ch2>\u003cstrong>Male or female\u003c/strong>\u003c/h2>\n\u003cp>Even the category of sex poses problems. The Education Department’s spreadsheet allows only two options: male or female. Colleges, however, may collect sex or gender information using additional categories, such as nonbinary.\u003c/p>\n\u003cp>“That data is going to be, in my estimation, pretty worthless when it comes to really showing the different experiences of men and women,” Keller said. She is urging the department to add a “missing” option to avoid misleading results. “I think some people in the department may be misunderstanding that what’s needed is a missing-data option, not another sex category.”\u003c/p>\n\u003cp>The new “aggregator tool” itself is another source of anxiety. Designed to spare colleges from calculating quintile buckets for grades and test scores by race and sex, it can feel like a black box. Colleges are supposed to fill rows and rows of detailed student data into \u003ca href=\"https://www.dropbox.com/scl/fi/4roixwdh9g257tn944bpx/ACTS_Template_AY2024-25.xlsx?rlkey=76gp3ljxd2d4gsofkyjjp2fc3&st=h4vyr446&dl=0\">spreadsheets\u003c/a> and then upload the spreadsheets into the tool. The tool generates pooled summary statistics, such as the number of Black female applicants and admitted students who score in the top 20 percent at the college. Only the aggregated data will be reported to the federal government.\u003c/p>\n\u003cp>At John Brown University, Duncan worries about what those summaries might imply. Her institution is \u003ca href=\"https://www.jbu.edu/biblical-diversity-intercultural-engagement/\">predominantly white\u003c/a> and has never practiced affirmative action. But if high school grades or test scores differ by race — as they often do nationwide — the aggregated results could suggest bias where none was intended.\u003c/p>\n\u003cp>“That’s a concern,” Duncan said. “I’m hopeful that looking across multiple years of data, it won’t show that. You could have an anomaly in one year.”\u003c/p>\n\u003cp>The problem is that disparities are not anomalies. Standardized test scores and academic records \u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">routinely vary by race and sex\u003c/a>, making it difficult for almost any institution to avoid showing gaps.\u003c/p>\n\u003ch2>\u003cstrong>A catch-22 for colleges\u003c/strong>\u003c/h2>\n\u003cp>The stakes are high. In an emailed response to my questions, the Education Department pointed to \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/08/ensuring-transparency-in-higher-education-admissions/\">Trump’s Aug. 7 memorandum\u003c/a>, which directs the agency to take “remedial action” if colleges fail to submit the data on time or submit incomplete or inaccurate information.\u003c/p>\n\u003cp>Under federal law, each violation of these education data-reporting requirements can carry a fine of up to \u003ca href=\"https://surveys.nces.ed.gov/ipeds/public/survey-materials/faq?faqid=1\">$71,545\u003c/a>. Repeated noncompliance can ultimately lead to the loss of access to federal student aid, meaning students could no longer use Pell Grants or federal loans to pay tuition.\u003c/p>\n\u003cp>That leaves colleges in a bind. Failing to comply is costly. Complying, meanwhile, could produce flawed data that suggests bias and invites further scrutiny.\u003c/p>\n\u003cp>The order itself contradicts another administration goal. President Trump campaigned on reducing federal red tape and bureaucratic burden. Yet ACTS represents a significant expansion of paperwork for colleges. The Office of Management and Budget estimates that each institution will spend roughly 200 hours completing the survey this year — a figure that higher-education officials say may be an understatement.\u003c/p>\n\u003cp>Duncan is hoping she can finish the reporting in less than 200 hours, if there are no setbacks when she uploads the data. “If I get errors, it could take double the time,” she said.\u003c/p>\n\u003cp>For now, she is still gathering and cleaning old student records and waiting to see the results… all before the March 18 deadline.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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},
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"rss": "https://feeds.npr.org/510312/podcast.xml"
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5Nzk2MzI2MTEx",
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