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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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"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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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"content": "\u003cp>College enrollment in the U.S. continued to rise last fall, surpassing prepandemic levels, new figures out on Thursday show.\u003c/p>\n\u003cp>Across undergraduate and graduate programs, total enrollment reached 19.4 million students, growing 1.0% compared with the fall of 2024, according to the National Student Clearinghouse Research Center, a nonprofit that studies higher education.\u003c/p>\n\u003cp>“Higher education has stabilized and is growing again,” says Matthew Holsapple, senior director of research at the center.\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>That growth, Holsapple says, is uneven this academic year: Enrollment at private four-year colleges is down, and fewer people are getting master’s degrees. But enrollment rose at four-year public universities and at community colleges, where short-term credentials tied to the workforce grew by 28% when compared with a year ago.\u003c/p>\n\u003cp>“We’re continuing to see students shifting out of some of the more traditional pathways into these shorter-term, these more flexible, perhaps more job- and career-oriented fields,” explains Holsapple.\u003c/p>\n\u003ch2>Gains and shifts, despite concerns about value\u003c/h2>\n\u003cp>The numbers provide welcome news and some clear insights to college leaders worried about reports showing many Americans questioning the value of a college degree.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Confidence in college is coming back, but it is conditional,” says Courtney Brown, who studies public opinion on colleges for the Lumina Foundation, an Indianapolis-based nonprofit aimed at improving higher education.\u003c/p>\n\u003cp>“The public’s been telling us that cost, flexibility and career relevance shape their view of college’s worth,” Brown says. “So people aren’t turning away from education — they’re just getting more precise about what kind of education they want.”\u003c/p>\n\u003cp>That could reflect uncertainty in the economy and news about hiring slowdowns, says Jeff Strohl, director of the Georgetown University Center on Education and the Workforce. He says when job prospects feel shaky and the economy is struggling, people return to college, especially community college.\u003c/p>\n\u003cp>“If we think about what’s going on in the U.S. economy as of late, especially a growing economic uncertainty, this kind of follows that pattern,” he says. “It’s easier to test the waters at a local community college than it is necessarily to go through the steps of enrolling in a four-year program, especially if a student doesn’t really know what they want to do.”\u003c/p>\n\u003ch2>A big drop in international students at the graduate level\u003c/h2>\n\u003cp>While the number of international students enrolling in undergraduate programs grew this academic year by 3.2%, it was overshadowed by a significant drop at the graduate level, by about 10,000 students.\u003c/p>\n\u003cp>That graduate-level drop — mostly in master’s programs — followed several years of strong growth in which the number of international graduate students had risen by about 50%. The downturn reflects federal policies that limited or disrupted the student visa process and the billions of dollars in canceled federal dollars flowing to research universities, disrupting the pipeline.\u003c/p>\n\u003cp>Another key finding from the latest enrollment data was a big decline in students studying computer and information sciences. The drop in both graduate and undergraduate programs came after years of steady expansion.\u003c/p>\n\u003cp>In addition to a consequence of fewer international students, Holsapple, at the Clearinghouse, explains that the shift away from CS majors is also influenced by the rise of artificial intelligence.\u003c/p>\n\u003cp>“Students are seeing the same trends that we all are seeing,” he says. “They see the same news reports of layoffs in the tech field. They see the rise of AI like we do.”\u003c/p>\n\u003cp>But he’s encouraged by these trends. “Students are making different choices, which I think is a real positive for the field and particularly for students because they have those options.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says the colleges that are rising to the occasion — offering nontraditional pathways and more-affordable degrees — will continue to be the ones seeing growth in future years.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>College enrollment in the U.S. is up overall compared with last year. That’s because more Americans are going to community college and four-year public universities, even as polling shows people are losing confidence in higher education. Here’s NPR’s Elissa Nadworny.\u003c/p>\n\u003cp>ELISSA NADWORNY, BYLINE: The latest fall enrollment data shows a slight increase overall – up by about 200,000 students, according to the research center at the National Student Clearinghouse.\u003c/p>\n\u003cp>JEFF STROHL: These findings might catch people a little bit by surprise.\u003c/p>\n\u003cp>NADWORNY: Jeff Strohl is the director of the Georgetown University Center on Education and the Workforce.\u003c/p>\n\u003cp>STROHL: But if we think about what’s going on in the U.S. economy as of late, especially growing economic uncertainty, a lot of news about hiring slowdowns, the whole freezing of the labor market, it makes a lot of sense if people are returning back to college.\u003c/p>\n\u003cp>NADWORNY: While overall more people are choosing college, there are important shifts happening in where students are going and where they’re not. Enrollment at private four-year colleges is down. Fewer people are enrolled in master’s degree programs. But enrollment is up at four-year public universities and at community colleges. There, it’s driven by students choosing short-term credentials tied to the workforce. Courtney Brown is with the Lumina Foundation, which focuses on improving higher education. She’s been studying public opinion on college.\u003c/p>\n\u003cp>COURTNEY BROWN: The public’s been telling us that cost, flexibility and career relevance shape their view of college’s worth. So people aren’t turning away from education. They’re just getting more precise about what kind of education they want.\u003c/p>\n\u003cp>NADWORNY: There were also big declines in international students enrolled in graduate programs – down by about 10,000 students. This may reflect billions in canceled federal dollars flowing to research universities disrupting the pipeline, plus federal policies that limited the student visa process. Another finding – a huge drop in students enrolled in computer science programs. Here’s how Matthew Holsapple, the senior director of research at the clearinghouse, explains it.\u003c/p>\n\u003cp>MATTHEW HOLSAPPLE: Students are – they’re seeing the same trends that we all are seeing. They see the same news reports of layoffs in the tech field. They see the rise of AI like we do.\u003c/p>\n\u003cp>NADWORNY: Still, the biggest takeaway is that overall enrollment has continued to surpass prepandemic levels. Students are simply making different choices about where to go.\u003c/p>\n\u003cp>Elissa Nadworny, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF BRASSTRACKS’ “IN MY FEELINGS”)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>College enrollment in the U.S. continued to rise last fall, surpassing prepandemic levels, new figures out on Thursday show.\u003c/p>\n\u003cp>Across undergraduate and graduate programs, total enrollment reached 19.4 million students, growing 1.0% compared with the fall of 2024, according to the National Student Clearinghouse Research Center, a nonprofit that studies higher education.\u003c/p>\n\u003cp>“Higher education has stabilized and is growing again,” says Matthew Holsapple, senior director of research at the center.\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>That growth, Holsapple says, is uneven this academic year: Enrollment at private four-year colleges is down, and fewer people are getting master’s degrees. But enrollment rose at four-year public universities and at community colleges, where short-term credentials tied to the workforce grew by 28% when compared with a year ago.\u003c/p>\n\u003cp>“We’re continuing to see students shifting out of some of the more traditional pathways into these shorter-term, these more flexible, perhaps more job- and career-oriented fields,” explains Holsapple.\u003c/p>\n\u003ch2>Gains and shifts, despite concerns about value\u003c/h2>\n\u003cp>The numbers provide welcome news and some clear insights to college leaders worried about reports showing many Americans questioning the value of a college degree.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Confidence in college is coming back, but it is conditional,” says Courtney Brown, who studies public opinion on colleges for the Lumina Foundation, an Indianapolis-based nonprofit aimed at improving higher education.\u003c/p>\n\u003cp>“The public’s been telling us that cost, flexibility and career relevance shape their view of college’s worth,” Brown says. “So people aren’t turning away from education — they’re just getting more precise about what kind of education they want.”\u003c/p>\n\u003cp>That could reflect uncertainty in the economy and news about hiring slowdowns, says Jeff Strohl, director of the Georgetown University Center on Education and the Workforce. He says when job prospects feel shaky and the economy is struggling, people return to college, especially community college.\u003c/p>\n\u003cp>“If we think about what’s going on in the U.S. economy as of late, especially a growing economic uncertainty, this kind of follows that pattern,” he says. “It’s easier to test the waters at a local community college than it is necessarily to go through the steps of enrolling in a four-year program, especially if a student doesn’t really know what they want to do.”\u003c/p>\n\u003ch2>A big drop in international students at the graduate level\u003c/h2>\n\u003cp>While the number of international students enrolling in undergraduate programs grew this academic year by 3.2%, it was overshadowed by a significant drop at the graduate level, by about 10,000 students.\u003c/p>\n\u003cp>That graduate-level drop — mostly in master’s programs — followed several years of strong growth in which the number of international graduate students had risen by about 50%. The downturn reflects federal policies that limited or disrupted the student visa process and the billions of dollars in canceled federal dollars flowing to research universities, disrupting the pipeline.\u003c/p>\n\u003cp>Another key finding from the latest enrollment data was a big decline in students studying computer and information sciences. The drop in both graduate and undergraduate programs came after years of steady expansion.\u003c/p>\n\u003cp>In addition to a consequence of fewer international students, Holsapple, at the Clearinghouse, explains that the shift away from CS majors is also influenced by the rise of artificial intelligence.\u003c/p>\n\u003cp>“Students are seeing the same trends that we all are seeing,” he says. “They see the same news reports of layoffs in the tech field. They see the rise of AI like we do.”\u003c/p>\n\u003cp>But he’s encouraged by these trends. “Students are making different choices, which I think is a real positive for the field and particularly for students because they have those options.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He says the colleges that are rising to the occasion — offering nontraditional pathways and more-affordable degrees — will continue to be the ones seeing growth in future years.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>College enrollment in the U.S. is up overall compared with last year. That’s because more Americans are going to community college and four-year public universities, even as polling shows people are losing confidence in higher education. Here’s NPR’s Elissa Nadworny.\u003c/p>\n\u003cp>ELISSA NADWORNY, BYLINE: The latest fall enrollment data shows a slight increase overall – up by about 200,000 students, according to the research center at the National Student Clearinghouse.\u003c/p>\n\u003cp>JEFF STROHL: These findings might catch people a little bit by surprise.\u003c/p>\n\u003cp>NADWORNY: Jeff Strohl is the director of the Georgetown University Center on Education and the Workforce.\u003c/p>\n\u003cp>STROHL: But if we think about what’s going on in the U.S. economy as of late, especially growing economic uncertainty, a lot of news about hiring slowdowns, the whole freezing of the labor market, it makes a lot of sense if people are returning back to college.\u003c/p>\n\u003cp>NADWORNY: While overall more people are choosing college, there are important shifts happening in where students are going and where they’re not. Enrollment at private four-year colleges is down. Fewer people are enrolled in master’s degree programs. But enrollment is up at four-year public universities and at community colleges. There, it’s driven by students choosing short-term credentials tied to the workforce. Courtney Brown is with the Lumina Foundation, which focuses on improving higher education. She’s been studying public opinion on college.\u003c/p>\n\u003cp>COURTNEY BROWN: The public’s been telling us that cost, flexibility and career relevance shape their view of college’s worth. So people aren’t turning away from education. They’re just getting more precise about what kind of education they want.\u003c/p>\n\u003cp>NADWORNY: There were also big declines in international students enrolled in graduate programs – down by about 10,000 students. This may reflect billions in canceled federal dollars flowing to research universities disrupting the pipeline, plus federal policies that limited the student visa process. Another finding – a huge drop in students enrolled in computer science programs. Here’s how Matthew Holsapple, the senior director of research at the clearinghouse, explains it.\u003c/p>\n\u003cp>MATTHEW HOLSAPPLE: Students are – they’re seeing the same trends that we all are seeing. They see the same news reports of layoffs in the tech field. They see the rise of AI like we do.\u003c/p>\n\u003cp>NADWORNY: Still, the biggest takeaway is that overall enrollment has continued to surpass prepandemic levels. Students are simply making different choices about where to go.\u003c/p>\n\u003cp>Elissa Nadworny, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF BRASSTRACKS’ “IN MY FEELINGS”)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "The Risks of AI in Schools Outweigh the Benefits, Report Says",
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"content": "\u003cp>The risks of using \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">generative artificial intelligence\u003c/a> to educate children and teens currently overshadow the benefits, according to a new study by the Brookings Institution’s Center for Universal Education.\u003c/p>\n\u003cp>The sweeping study includes focus groups and interviews with K-12 students, parents, educators and tech experts in 50 countries, as well as a literature review of hundreds of research articles. It found that using AI in education can “undermine children’s foundational development” and that “the damages it has already caused are daunting,” though “fixable.”\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>Because generative AI is still young — ChatGPT was released \u003ca href=\"https://openai.com/index/chatgpt/\" target=\"_blank\" rel=\"noopener\">just over three years ago\u003c/a> — the report’s authors dubbed their review a “premortem” intended to study AI’s potential in the classroom without a postmortem’s benefits of time, long-term data or hindsight.\u003c/p>\n\u003cp>Here are some of the pros and cons that the report lays out, along with a sampling of the study’s recommendations for teachers, parents, school leaders and government officials:\u003c/p>\n\u003ch2>Pro: AI can help students learn to read and write\u003c/h2>\n\u003cp>Teachers surveyed for the report said AI can be useful when it comes to language acquisition, especially for students learning a second language. For example, AI can adjust the complexity of a passage depending on the reader’s skill, and it offers privacy for students who struggle in large-group settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers reported that AI can also help improve students’ writing, so long as it is used to support students’ efforts and not to do the work for them: “Teachers report that AI can ‘spark creativity’ and help students overcome writer’s block. … At the drafting stage, it can help with organization, coherence, syntax, semantics, and grammar. At the revision stage, AI can support the editing and rewriting of ideas as well as help with … punctuation, capitalization, and grammar.”\u003c/p>\n\u003cp>But, if there is a refrain in the report, it is this: AI is most useful when it’s supplementing, not replacing, the efforts of a flesh-and-blood teacher.\u003c/p>\n\u003ch2>Con: AI poses a grave threat to students’ cognitive development\u003c/h2>\n\u003cp>At the top of Brookings’ list of risks is the negative effect AI can have on children’s cognitive growth — how they learn new skills and perceive and solve problems.\u003c/p>\n\u003cp>The report describes a kind of doom loop of AI dependence, where students increasingly off-load their own thinking onto the technology, leading to the kind of cognitive decline or atrophy more commonly associated with aging brains.\u003c/p>\n\u003cp>Rebecca Winthrop, one of the report’s authors and a senior fellow at Brookings, warns, “When kids use generative AI that tells them what the answer is … they are not thinking for themselves. They’re not learning to parse truth from fiction. They’re not learning to understand what makes a good argument. They’re not learning about different perspectives in the world because they’re actually not engaging in the material.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>Cognitive off-loading isn’t new. The report points out that keyboards and computers reduced the need for handwriting, and calculators automated basic math. But AI has “turbocharged” this kind of off-loading, especially in schools where learning can feel transactional.\u003c/p>\n\u003cp>As one student told the researchers, “It’s easy. You don’t need to (use) your brain.”\u003c/p>\n\u003cp>The report offers a surfeit of evidence to suggest that students who use generative AI are already seeing declines in content knowledge, critical thinking and even creativity. And this could have enormous consequences if these young people grow into adults without learning to think critically.\u003c/p>\n\u003ch2>Pro: AI can make teachers’ jobs a little easier\u003c/h2>\n\u003cp>The report says another benefit of AI is that it allows teachers to automate some tasks: “generating parent emails … translating materials, creating worksheets, rubrics, quizzes, and lesson plans” — and more.\u003c/p>\n\u003cp>The report cites multiple research studies that found important time-saving benefits for teachers, including one U.S. study that found that teachers who use AI save an average of nearly six hours a week and about six weeks over the course of a full school year.\u003c/p>\n\u003ch2>Pro/Con: AI can be an engine of equity — or inequity\u003c/h2>\n\u003cp>One of the strongest arguments in favor of AI’s educational use, according to the Brookings report, is its ability to reach children who have been excluded from the classroom. The researchers cite Afghanistan, where girls and women have been denied access to formal, postprimary education by the Taliban.\u003c/p>\n\u003cp>According to the report, \u003ca href=\"https://www.sola-afghanistan.org/\" target=\"_blank\" rel=\"noopener\">one program for Afghan girls\u003c/a> “has employed AI to digitize the Afghan curriculum, create lessons based on this curriculum, and disseminate content in Dari, Pashto, and English via WhatsApp lessons.”\u003c/p>\n\u003cp>AI can also help make classrooms more accessible for students with a wide range of learning disabilities, including dyslexia.\u003c/p>\n\u003cp>But “AI can massively increase existing divides” too, Winthrop warns. That’s because the free AI tools that are most accessible to students and schools can also be the least reliable and least factually accurate.\u003c/p>\n\u003cp>“We know that richer communities and schools will be able to afford more advanced AI models,” Winthrop says, “and we know those more advanced AI models are more accurate. Which means that this is the first time in ed-tech history that schools will have to pay more for more accurate information. And that really hurts schools without a lot of resources.”\u003c/p>\n\u003ch2>Con: AI poses serious threats to social and emotional development\u003c/h2>\n\u003cp>Survey responses revealed deep concern that use of AI, particularly chatbots, “is undermining students’ emotional well-being, including their ability to form relationships, recover from setbacks, and maintain mental health,” the report says.\u003c/p>\n\u003cp>One of the many problems with kids’ overuse of AI is that the technology is inherently sycophantic — it has been designed to reinforce users’ beliefs.\u003c/p>\n\u003cp>Winthrop says that if children are building social-emotional skills largely through interactions with chatbots that were designed to agree with them, “it becomes very uncomfortable to then be in an environment when somebody doesn’t agree with you.”\u003c/p>\n\u003cp>Winthrop offers an example of a child interacting with a chatbot, “complaining about your parents and saying, ‘They want me to wash the dishes — this is so annoying. I hate my parents.’ The chatbot will likely say, ‘You’re right. You’re misunderstood. I’m so sorry. I understand you.’ Versus a friend who would say, ‘Dude, I wash the dishes all the time in my house. I don’t know what you’re complaining about. That’s normal.’ That right there is the problem.”\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2025/10/08/nx-s1-5561981/ai-students-schools-teachers\" target=\"_blank\" rel=\"noopener\">recent survey\u003c/a> from the Center for Democracy and Technology, a nonprofit that advocates for civil rights and civil liberties in the digital age, found that nearly 1 in 5 high schoolers said they or someone they know has had a romantic relationship with artificial intelligence. And 42% of students in that survey said they or someone they know has used AI for companionship.\u003c/p>\n\u003cp>The report warns that AI’s echo chamber can stunt a child’s emotional growth: “We learn empathy not when we are perfectly understood, but when we misunderstand and recover,” one of the surveyed experts said.\u003c/p>\n\u003ch2>What to do about it\u003c/h2>\n\u003cp>The Brookings report offers a long list of recommendations to help parents, teachers and policymakers — not to mention tech companies themselves — harness the good of AI without subjecting children to the risks that the technology currently poses. Among those recommendations:\u003c/p>\n\u003cul class=\"rte2-style-ul\">\n\u003cli>Schooling itself could be less focused on what the report calls “transactional task completion” or a grade-based endgame and more focused on fostering curiosity and a desire to learn. Students will be less inclined to ask AI to do the work for them if they feel engaged by that work.\u003c/li>\n\u003cli>AI designed for use by children and teens should be less sycophantic and more “antagonistic,” pushing back against preconceived notions and challenging users to reflect and evaluate.\u003c/li>\n\u003cli>Tech companies could collaborate with educators in “co-design hubs.” In the Netherlands, a government-backed hub already brings together tech companies and educators to develop, test and evaluate new AI applications in the classroom.\u003c/li>\n\u003cli>Holistic AI literacy is crucial — both for teachers and students. Some countries, including China and Estonia, have comprehensive, national AI literacy guidelines.\u003c/li>\n\u003cli>As schools continue to embrace AI, it’s important that underfunded districts in marginalized communities are not left behind, allowing AI to further drive inequity.\u003c/li>\n\u003cli>Governments have a responsibility to regulate the use of AI in schools, making sure that the technology being used protects students’ cognitive and emotional health, as well as their privacy. In the U.S., the Trump administration has \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/12/eliminating-state-law-obstruction-of-national-artificial-intelligence-policy/\" target=\"_blank\" rel=\"noopener\">tried to prohibit\u003c/a> states from regulating AI on their own, even as Congress has so far failed to create a federal regulatory framework.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>With this “premortem,” the authors argue, the time to act is now. AI’s risks to children and teens are already abundant and obvious. The good news is: so are many of the remedies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The risks of using \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">generative artificial intelligence\u003c/a> to educate children and teens currently overshadow the benefits, according to a new study by the Brookings Institution’s Center for Universal Education.\u003c/p>\n\u003cp>The sweeping study includes focus groups and interviews with K-12 students, parents, educators and tech experts in 50 countries, as well as a literature review of hundreds of research articles. It found that using AI in education can “undermine children’s foundational development” and that “the damages it has already caused are daunting,” though “fixable.”\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>Because generative AI is still young — ChatGPT was released \u003ca href=\"https://openai.com/index/chatgpt/\" target=\"_blank\" rel=\"noopener\">just over three years ago\u003c/a> — the report’s authors dubbed their review a “premortem” intended to study AI’s potential in the classroom without a postmortem’s benefits of time, long-term data or hindsight.\u003c/p>\n\u003cp>Here are some of the pros and cons that the report lays out, along with a sampling of the study’s recommendations for teachers, parents, school leaders and government officials:\u003c/p>\n\u003ch2>Pro: AI can help students learn to read and write\u003c/h2>\n\u003cp>Teachers surveyed for the report said AI can be useful when it comes to language acquisition, especially for students learning a second language. For example, AI can adjust the complexity of a passage depending on the reader’s skill, and it offers privacy for students who struggle in large-group settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers reported that AI can also help improve students’ writing, so long as it is used to support students’ efforts and not to do the work for them: “Teachers report that AI can ‘spark creativity’ and help students overcome writer’s block. … At the drafting stage, it can help with organization, coherence, syntax, semantics, and grammar. At the revision stage, AI can support the editing and rewriting of ideas as well as help with … punctuation, capitalization, and grammar.”\u003c/p>\n\u003cp>But, if there is a refrain in the report, it is this: AI is most useful when it’s supplementing, not replacing, the efforts of a flesh-and-blood teacher.\u003c/p>\n\u003ch2>Con: AI poses a grave threat to students’ cognitive development\u003c/h2>\n\u003cp>At the top of Brookings’ list of risks is the negative effect AI can have on children’s cognitive growth — how they learn new skills and perceive and solve problems.\u003c/p>\n\u003cp>The report describes a kind of doom loop of AI dependence, where students increasingly off-load their own thinking onto the technology, leading to the kind of cognitive decline or atrophy more commonly associated with aging brains.\u003c/p>\n\u003cp>Rebecca Winthrop, one of the report’s authors and a senior fellow at Brookings, warns, “When kids use generative AI that tells them what the answer is … they are not thinking for themselves. They’re not learning to parse truth from fiction. They’re not learning to understand what makes a good argument. They’re not learning about different perspectives in the world because they’re actually not engaging in the material.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>Cognitive off-loading isn’t new. The report points out that keyboards and computers reduced the need for handwriting, and calculators automated basic math. But AI has “turbocharged” this kind of off-loading, especially in schools where learning can feel transactional.\u003c/p>\n\u003cp>As one student told the researchers, “It’s easy. You don’t need to (use) your brain.”\u003c/p>\n\u003cp>The report offers a surfeit of evidence to suggest that students who use generative AI are already seeing declines in content knowledge, critical thinking and even creativity. And this could have enormous consequences if these young people grow into adults without learning to think critically.\u003c/p>\n\u003ch2>Pro: AI can make teachers’ jobs a little easier\u003c/h2>\n\u003cp>The report says another benefit of AI is that it allows teachers to automate some tasks: “generating parent emails … translating materials, creating worksheets, rubrics, quizzes, and lesson plans” — and more.\u003c/p>\n\u003cp>The report cites multiple research studies that found important time-saving benefits for teachers, including one U.S. study that found that teachers who use AI save an average of nearly six hours a week and about six weeks over the course of a full school year.\u003c/p>\n\u003ch2>Pro/Con: AI can be an engine of equity — or inequity\u003c/h2>\n\u003cp>One of the strongest arguments in favor of AI’s educational use, according to the Brookings report, is its ability to reach children who have been excluded from the classroom. The researchers cite Afghanistan, where girls and women have been denied access to formal, postprimary education by the Taliban.\u003c/p>\n\u003cp>According to the report, \u003ca href=\"https://www.sola-afghanistan.org/\" target=\"_blank\" rel=\"noopener\">one program for Afghan girls\u003c/a> “has employed AI to digitize the Afghan curriculum, create lessons based on this curriculum, and disseminate content in Dari, Pashto, and English via WhatsApp lessons.”\u003c/p>\n\u003cp>AI can also help make classrooms more accessible for students with a wide range of learning disabilities, including dyslexia.\u003c/p>\n\u003cp>But “AI can massively increase existing divides” too, Winthrop warns. That’s because the free AI tools that are most accessible to students and schools can also be the least reliable and least factually accurate.\u003c/p>\n\u003cp>“We know that richer communities and schools will be able to afford more advanced AI models,” Winthrop says, “and we know those more advanced AI models are more accurate. Which means that this is the first time in ed-tech history that schools will have to pay more for more accurate information. And that really hurts schools without a lot of resources.”\u003c/p>\n\u003ch2>Con: AI poses serious threats to social and emotional development\u003c/h2>\n\u003cp>Survey responses revealed deep concern that use of AI, particularly chatbots, “is undermining students’ emotional well-being, including their ability to form relationships, recover from setbacks, and maintain mental health,” the report says.\u003c/p>\n\u003cp>One of the many problems with kids’ overuse of AI is that the technology is inherently sycophantic — it has been designed to reinforce users’ beliefs.\u003c/p>\n\u003cp>Winthrop says that if children are building social-emotional skills largely through interactions with chatbots that were designed to agree with them, “it becomes very uncomfortable to then be in an environment when somebody doesn’t agree with you.”\u003c/p>\n\u003cp>Winthrop offers an example of a child interacting with a chatbot, “complaining about your parents and saying, ‘They want me to wash the dishes — this is so annoying. I hate my parents.’ The chatbot will likely say, ‘You’re right. You’re misunderstood. I’m so sorry. I understand you.’ Versus a friend who would say, ‘Dude, I wash the dishes all the time in my house. I don’t know what you’re complaining about. That’s normal.’ That right there is the problem.”\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2025/10/08/nx-s1-5561981/ai-students-schools-teachers\" target=\"_blank\" rel=\"noopener\">recent survey\u003c/a> from the Center for Democracy and Technology, a nonprofit that advocates for civil rights and civil liberties in the digital age, found that nearly 1 in 5 high schoolers said they or someone they know has had a romantic relationship with artificial intelligence. And 42% of students in that survey said they or someone they know has used AI for companionship.\u003c/p>\n\u003cp>The report warns that AI’s echo chamber can stunt a child’s emotional growth: “We learn empathy not when we are perfectly understood, but when we misunderstand and recover,” one of the surveyed experts said.\u003c/p>\n\u003ch2>What to do about it\u003c/h2>\n\u003cp>The Brookings report offers a long list of recommendations to help parents, teachers and policymakers — not to mention tech companies themselves — harness the good of AI without subjecting children to the risks that the technology currently poses. Among those recommendations:\u003c/p>\n\u003cul class=\"rte2-style-ul\">\n\u003cli>Schooling itself could be less focused on what the report calls “transactional task completion” or a grade-based endgame and more focused on fostering curiosity and a desire to learn. Students will be less inclined to ask AI to do the work for them if they feel engaged by that work.\u003c/li>\n\u003cli>AI designed for use by children and teens should be less sycophantic and more “antagonistic,” pushing back against preconceived notions and challenging users to reflect and evaluate.\u003c/li>\n\u003cli>Tech companies could collaborate with educators in “co-design hubs.” In the Netherlands, a government-backed hub already brings together tech companies and educators to develop, test and evaluate new AI applications in the classroom.\u003c/li>\n\u003cli>Holistic AI literacy is crucial — both for teachers and students. Some countries, including China and Estonia, have comprehensive, national AI literacy guidelines.\u003c/li>\n\u003cli>As schools continue to embrace AI, it’s important that underfunded districts in marginalized communities are not left behind, allowing AI to further drive inequity.\u003c/li>\n\u003cli>Governments have a responsibility to regulate the use of AI in schools, making sure that the technology being used protects students’ cognitive and emotional health, as well as their privacy. In the U.S., the Trump administration has \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/12/eliminating-state-law-obstruction-of-national-artificial-intelligence-policy/\" target=\"_blank\" rel=\"noopener\">tried to prohibit\u003c/a> states from regulating AI on their own, even as Congress has so far failed to create a federal regulatory framework.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Gen Z Financial Literacy in The Digital Age With Lillian Zhang",
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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 2030 all high schoolers in California will be required to have taken a course in personal finance or financial literacy before they graduate high school. And across the U.S., about two thirds of states have already implemented or will soon implement similar requirements in their public schools. But what happens in the interim when Gen Z and Gen Alpha students might be left to rely on other sources of financial education and literacy?\u003c/p>\n\u003cp>\u003ca href=\"https://lillianzhang.com/\">Lillian Zhang\u003c/a>’s new book, “\u003ca href=\"https://lillianzhang.com/book\">The New Money Rules: The Gen Z Guide to Personal Finance,\u003c/a>” offers a reliable and practical source of information for young people thrust into today’s world of finance in the digital age.\u003c/p>\n\u003cp>First of all, it’s important for Gen Z to know that the rules of the game have changed.\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=KQINC3326217469\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>\u003ci>\u003cspan style=\"font-weight: 400;\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nMarlena Jackson-Retondo:\u003c/strong> Something that I wanted to get into first, why Gen Z’s financial life looks different from previous generations. You say, like very early on in the first chapter of the book, “the rules of the game have changed.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I think that’s something that it’s really difficult for people to understand if they’re not growing up in Gen Z or younger. We’ll lump millennials in there too. So what does that mean that the rules of the games have changed in practical terms for Gen Z and older generations trying to understand today’s financial environment?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think a lot of the changes that have happened for Gen Z and millennials, or just a lot of the external factors, look a lot different compared to other generations before. Maybe like 40 years ago, you can live on one income. And now it’s not the case anymore because wages have not increased at the same rate as cost of living has.\u003c/p>\n\u003cp>I’d say also in terms of technology and how it’s much easier to gain access to information, which is a really positive thing, but also can promote impulsive behaviors or misinformation because of the technology. It’s easier for Gen Z now to make a lot of money, but it’s also the generation that can lose a lot of money the fastest. So all those factors combined contributes to how Gen Z is really facing a different reality from previous generations.\u003c/p>\n\u003ch2>\u003cstrong>Money can buy happiness\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>And you kind of say in a soft way that you disagree with the general statement that money doesn’t bring happiness, in quotes. Can you walk me through your stance on seeking security and freedom through personal finance?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, of course. Money is such an integrated part of all of our lives whether or not you think about it on a daily basis there was a previous study from a decade and a half ago that states that the average income needed to be quote happy is around 75,000 but a more recent study says that happiness actually caps off closer to 500,000 a year which is surprising but then at same time, not really surprising.\u003c/p>\n\u003cp>I’ve also questioned this myself in terms of how much money would I need to feel happy and I just think about what are my goals, what are my values like, what do I appreciate spending money on; that’s how I think about it.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think it’s really frustrating for young people to hear older generations say, “You don’t need money to be happy. You don’t need all these things to be happy.” And that’s not the reality when you’re talking about really big financial gaps that a lot of people are facing in the U.S these days. So I really appreciated your openness and your stance on this, especially as a young person that other young people can look up to.\u003c/p>\n\u003ch2>\u003cstrong>FOMO and how to stop comparing yourself to others \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Some of what you talk about in the books is about FOMO or the fear of missing out. You’re an online influencer and you found an unusual amount of financial success for someone in their 20s. What would you say to a young person who follows you and feels like they’re. Quote unquote, falling behind and need to keep up with what you’re doing or maybe with another influencer that they’re seeing.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah i’ve also compared myself to other people as well i think no matter what stage you’re at in your career or in your personal life.I always have to tell myself that the only thing that really matters is if you’ve improved from your past self and everyone’s on their own journey just because someone is 10 steps ahead of you doesn’t mean you should be comparing your first step to someone’s 10 steps…that’s sort of how I’ve Um, positioned it in my head. And so everyone’s just on their own journey. Everyone has different circumstances and situations and it’s not apples to apples comparison.\u003c/p>\n\u003ch2>\u003cstrong>Online safety for digital natives\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We hear a lot about how Gen Z and younger generations are, quote unquote, digital natives. But I don’t think we hear enough about how we can still support younger generations in moments when digital spaces are really hard to navigate.\u003c/p>\n\u003cp>You know, young people are still young people. They’re still learning how to navigate the world, figure out who they are. What are some of your quick tips for online safety, specifically maybe avoiding um, scams online or using safe platforms?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> So yeah, the scams are getting a lot better and something that’s happened to me personally is I would get emails from a PayPal or an Amazon saying like so-and-so was charged on your card. Click now to undo the charge and as usually someone who is pretending to be a company trying to like get to your email address or your personal banking information and that’s something that I think is important to look out for.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think we have this idea that older people are the people that are targeted the most for these types of scams, which they are, but I think also young people are very vulnerable, especially if you have that anxiety about your financial health and you might be learning how to implement impulse control. I know that if I was 16 and I got an email like that, I might automatically click on that link, not even thinking about someone trying to scam.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Oh, yes, that’s definitely true.\u003c/p>\n\u003ch2>\u003cstrong>Financial (dis)advantage\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Okay. So let’s talk about finding financial stability as a young adult. That is a huge topic that contains lots of subtopics and can be super intimidating for a young person to even begin to think about.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Yes.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong> One of the things that really popped out to me is that understanding the inequities of the financial playing field can be really helpful. Especially for young people who might be experiencing that FOMO when it comes to spending money. What would you say to these young people who might not understand that the people who look like they have it all in real life or online are most likely greatly advantaged financially?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>I see this a lot like you mentioned on social media a lot of people post what they’re wearing where they’re going out to eat where they are vacationing and i think for a lot of young people who are aspiring to that lifestyle it can be really easy to compare yourself to what other people are doing and for a lot of people they worked for it. And for some people, they’re not showing how they’re affording it, whether that’s through debt; through their parent sponsorship. There are many factors in which you don’t know how they are doing something unless they tell you.\u003c/p>\n\u003ch2>\u003cstrong>Finding financial stability through internships \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> There’s also a lot of different ways you can go about finding financial stability as a young adult. One of the really great ways that I saw you point out in the book is how internships create a pathway to financial stability, especially for people looking to find a career in the corporate world.\u003c/p>\n\u003cp>Can you talk a little bit about some of the practicalities of finding an internship even when you’re in high school or in the early stages of your post-secondary education? And how that can kind of set you up for some financial success early in your 20s.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so my career path has mostly been the internship and then later on my corporate career, which I am a few years in now.\u003c/p>\n\u003cp>I learned about internships when I was a freshman at college, and so I saw internships as a way to get my foot into the door, and I honestly didn’t really think about the financial aspects of internships because… I do think the main purpose of internships is to gain experience so you can land a higher paying role in the industry you want to be in after college, which is where many people see their real earnings come in.\u003c/p>\n\u003cp>In terms of resources for finding internships, when I was in school, I relied on a lot of networks like LinkedIn. I rely on Handshake, which is sort of like a LinkedIn for finding opportunities, but they’re specifically created for college students. And so I really appreciate the opportunities that I found through Handshake actually. Sometimes like professors or classes have jobs or opportunities that they’re connected to. Also relying on the peers in your school, perhaps the alumni that you can reach out to. Those are some of the tips that I have found super helpful when I was in school.\u003c/p>\n\u003ch2>\u003cstrong>Staying motivated\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about motivation. It’s easy to lose motivation, but especially if you feel like you’re never going to reach your financial goals and especially as a young person whose frontal lobe is not fully developed and you’re just starting to think about your personal finances, you’re starting to learn about future planning. What is a strategy that you like to use when you feel yourself losing motivation to keep your personal finance goals in sight.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, I think it’s really interesting because especially for a lot of young people, we live in the culture of FOMO as well as YOLO culture. So, doing things without thinking long term or not understanding that there is a path long term. And I think a lot us get stuck in the cycle of, oh, I’m not going to hit my goals next year, therefore it’s gone to waste.\u003c/p>\n\u003cp>But we forget to realize that we have a long life ahead of us. And just because we don’t reach our goals next year doesn’t mean that we’re a failure or that we shouldn’t plan for the future and so i think we just need to be more intentional with what do you really want in five years or 10 years.\u003c/p>\n\u003cp>What I do is I’m very adamant on tracking a lot of my progress just like month to month not all the time because I think that can be a little stressful but just like knowing where you’re at and seeing like which parts of this process can I control? And what are other parts of the process that are more external factors that I might have to let go?\u003c/p>\n\u003cp>So I think it’s just understanding your situation and what specific things can you control in the process that will bring you more of that relief around the topic instead of feeling that you don’t have control over that.\u003c/p>\n\u003ch2>The pitfalls of buy-now-pay-later\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about Buy now, pay later. This has been a really big topic over the last couple of years, and I feel like that would be a really enticing tool for especially a young person to use, whether or not they have the finances to keep up with it. What are some of the risks and also rewards associated with these types of payment systems like Klarna or Afterpay.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I’ve never used a buy now pay later service ever and it’s just something that I personally have a negative stance against because I think it can do something that is very dangerous. In a way it makes debt seem cute and it makes it not feel like a big deal because you’re not technically getting charged interest and the payments look smaller. So I think that’s what entices a lot of people.\u003c/p>\n\u003cp>But I mentioned in my book too that it’s kind of like the impulsive behavior that once you start doing something it could unlock something in your brain that it would be okay to do the same process or bnpl service for larger purchases even if you can’t afford it I think that’s the biggest pitfall is spiraling into something bigger than what you perhaps intended it to be be for.\u003c/p>\n\u003cp>And one of the most shocking things I’ve seen online about BNPL is that one of bnpl providers was actually on restaurants like Chipotle. “Get your burrito now and pay it later.” Which I think is really, I’m not sure about that, you know?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Mm-hmm, yeah, that does seem like a really slippery slope.\u003c/p>\n\u003ch2>\u003cstrong>Investing versus gambling\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanna also ask you about making the distinction between investing and gambling, especially when it comes to things like cryptocurrency and meme stock and sports betting that might blur the lines between investing in gambling behaviors.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> When it comes to short-term gambling or investing based on hype it usually involves a high form of luck. It’s not dependent on these specific technicals of how investment would grow over time, it’s more about did you get in at the right time and you get out at the right time. The entry points and the points that you leave is crucial whether or not you lose a lot of money or gain a lot money, and I don’t believe that is the wisest way for most people to build wealth long term.\u003c/p>\n\u003cp>And when you’re investing in something in the long term, you’re investing in the fundamentals of a company or the economy as a whole. And that has its own guardrails. And studies have shown that if you invest for the long term, over a 20 year period, you’re basically guaranteed to profit off your investment.\u003c/p>\n\u003cp>And so I think a lot of people, young people, don’t think about what their life would look like in X many years from now, because a lot of us want that instant gratification, just like when impulse shopping. And a lot of people want to see immediate gains in their money or investment growth. And so we just have to temper our expectations a little.\u003c/p>\n\u003ch2>\u003cstrong>Meme stock versus meme coin\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>In the book, you tell a story about losing money to a risky investment in a meme coin.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I mentioned meme stock.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain to us the difference between the two?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so the theory behind a meme stock and a meme coin is very similar. In the sense that it’s driven up by hype and there’s no real logic behind this particular asset. And so the difference is a stock is basically a portion of a company.\u003c/p>\n\u003cp>So an example like a real stock is like Google, Amazon, Apple, like established public companies, and a meme stock is a stop representing a company that is driven up artificially by media hype, by social hype, with no real logic to why the stock would increase.\u003c/p>\n\u003cp>In a normal situation when a stock increases, it’s because perhaps the product did well in sales. Or the earnings report was good, like something tangible behind that And a meme coin is a similar concept also driven by hype and the media except it’s for cryptocurrency. So digital currency that is worth money if you sell it. It’s driven by urgency in hopes that you will also enter in this investment and the people who actually benefit know when it’s gonna top out and they sell.\u003c/p>\n\u003cp>And most people who get into this lose a lot of money because by the time you hear about it on the news the hype is already over but people still enter when the hype is over there’s no logic behind it.\u003c/p>\n\u003ch2>\u003cstrong>Financial literacy in high school\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about personal finance classes in high school. As of right now, over 30 states, including California, have some sort of ongoing or newly implemented mandate on personal finance class for high schoolers. How do you feel about personal finance classes and high schools and was it something that was offered to you?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think it’s really great that California in particular is paying more attention to this subject. When I was in high school, we had classes like microeconomics and learning about the government and learning personal finance would ha ve been so helpful for me leaving high school going to college or entering the real world because if the schools don’t teach you, a lot of times like kids and teenagers, students don’t know what to seek out because you don’t what you don’t know, right?\u003c/p>\n\u003cp>And so I think introducing it early is going to be super helpful for students. And I saw that California is mandating a course to every high schooler starting in the 2030 to 31 school year, which is really great, but that’s still five years away. There’s still a long time. A lot of students within that timeframe still won’t get access, wide access, to the education. And so I think there’s still a lot of work to be done, but I’m really glad to see that California is picking this up.\u003c/p>\n\u003ch2>\u003cstrong>How do you know who to trust online?\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We know that most of Gen Z has grown up in a world with at least the internet and then younger Gen Z, obviously, a lot of other digital technologies. And there’s a lot of financial advice online these days. You can find financial advice on any social platform, wherever you look. And we know that Gen Z and younger generations seek out a lot of advice in general through social media. How do you know who to trust, who to follow? Whose advice to apply to your own financial life.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Really great question. I say a lot of people including myself are sharing more of their personal finance journey or lessons kind of learned along the way\u003c/p>\n\u003cp>I like to follow a lot people who kind of are in like a similar relatable journey and I kind of learn what worked for someone else and see if I can apply their life lessons to me and that’s kind of how I like to learn and I think a lot of my audience looks up to like my profile in a similar way but we also have more of those industry leaders who actually have credentials who talk more about like advice and what you can do.\u003c/p>\n\u003cp>And so I say every time you see an educational video content or book it doesn’t matter who it’s from you should understand that it’s not like a black and white situation where what they say is the truth. Always use your analytical thinking to decide whether what they said applies to you since everyone’s situation is different.\u003c/p>\n\u003cp>And also like to emphasize how there are also a lot of like get rich quick schemes that are promoted on social media and if something seems too good to be true, if someone’s promising profits like tomorrow, if you want to get onto this hype stock or investment next week to make money. If it sounds too good to be true, it’s probably a scam.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>In 2030 all high schoolers in California will be required to have taken a course in personal finance or financial literacy before they graduate high school. And across the U.S., about two thirds of states have already implemented or will soon implement similar requirements in their public schools. But what happens in the interim when Gen Z and Gen Alpha students might be left to rely on other sources of financial education and literacy?\u003c/p>\n\u003cp>\u003ca href=\"https://lillianzhang.com/\">Lillian Zhang\u003c/a>’s new book, “\u003ca href=\"https://lillianzhang.com/book\">The New Money Rules: The Gen Z Guide to Personal Finance,\u003c/a>” offers a reliable and practical source of information for young people thrust into today’s world of finance in the digital age.\u003c/p>\n\u003cp>First of all, it’s important for Gen Z to know that the rules of the game have changed.\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=KQINC3326217469\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>\u003ci>\u003cspan style=\"font-weight: 400;\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nMarlena Jackson-Retondo:\u003c/strong> Something that I wanted to get into first, why Gen Z’s financial life looks different from previous generations. You say, like very early on in the first chapter of the book, “the rules of the game have changed.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I think that’s something that it’s really difficult for people to understand if they’re not growing up in Gen Z or younger. We’ll lump millennials in there too. So what does that mean that the rules of the games have changed in practical terms for Gen Z and older generations trying to understand today’s financial environment?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think a lot of the changes that have happened for Gen Z and millennials, or just a lot of the external factors, look a lot different compared to other generations before. Maybe like 40 years ago, you can live on one income. And now it’s not the case anymore because wages have not increased at the same rate as cost of living has.\u003c/p>\n\u003cp>I’d say also in terms of technology and how it’s much easier to gain access to information, which is a really positive thing, but also can promote impulsive behaviors or misinformation because of the technology. It’s easier for Gen Z now to make a lot of money, but it’s also the generation that can lose a lot of money the fastest. So all those factors combined contributes to how Gen Z is really facing a different reality from previous generations.\u003c/p>\n\u003ch2>\u003cstrong>Money can buy happiness\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>And you kind of say in a soft way that you disagree with the general statement that money doesn’t bring happiness, in quotes. Can you walk me through your stance on seeking security and freedom through personal finance?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, of course. Money is such an integrated part of all of our lives whether or not you think about it on a daily basis there was a previous study from a decade and a half ago that states that the average income needed to be quote happy is around 75,000 but a more recent study says that happiness actually caps off closer to 500,000 a year which is surprising but then at same time, not really surprising.\u003c/p>\n\u003cp>I’ve also questioned this myself in terms of how much money would I need to feel happy and I just think about what are my goals, what are my values like, what do I appreciate spending money on; that’s how I think about it.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think it’s really frustrating for young people to hear older generations say, “You don’t need money to be happy. You don’t need all these things to be happy.” And that’s not the reality when you’re talking about really big financial gaps that a lot of people are facing in the U.S these days. So I really appreciated your openness and your stance on this, especially as a young person that other young people can look up to.\u003c/p>\n\u003ch2>\u003cstrong>FOMO and how to stop comparing yourself to others \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Some of what you talk about in the books is about FOMO or the fear of missing out. You’re an online influencer and you found an unusual amount of financial success for someone in their 20s. What would you say to a young person who follows you and feels like they’re. Quote unquote, falling behind and need to keep up with what you’re doing or maybe with another influencer that they’re seeing.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah i’ve also compared myself to other people as well i think no matter what stage you’re at in your career or in your personal life.I always have to tell myself that the only thing that really matters is if you’ve improved from your past self and everyone’s on their own journey just because someone is 10 steps ahead of you doesn’t mean you should be comparing your first step to someone’s 10 steps…that’s sort of how I’ve Um, positioned it in my head. And so everyone’s just on their own journey. Everyone has different circumstances and situations and it’s not apples to apples comparison.\u003c/p>\n\u003ch2>\u003cstrong>Online safety for digital natives\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We hear a lot about how Gen Z and younger generations are, quote unquote, digital natives. But I don’t think we hear enough about how we can still support younger generations in moments when digital spaces are really hard to navigate.\u003c/p>\n\u003cp>You know, young people are still young people. They’re still learning how to navigate the world, figure out who they are. What are some of your quick tips for online safety, specifically maybe avoiding um, scams online or using safe platforms?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> So yeah, the scams are getting a lot better and something that’s happened to me personally is I would get emails from a PayPal or an Amazon saying like so-and-so was charged on your card. Click now to undo the charge and as usually someone who is pretending to be a company trying to like get to your email address or your personal banking information and that’s something that I think is important to look out for.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I think we have this idea that older people are the people that are targeted the most for these types of scams, which they are, but I think also young people are very vulnerable, especially if you have that anxiety about your financial health and you might be learning how to implement impulse control. I know that if I was 16 and I got an email like that, I might automatically click on that link, not even thinking about someone trying to scam.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Oh, yes, that’s definitely true.\u003c/p>\n\u003ch2>\u003cstrong>Financial (dis)advantage\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Okay. So let’s talk about finding financial stability as a young adult. That is a huge topic that contains lots of subtopics and can be super intimidating for a young person to even begin to think about.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>Yes.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong> One of the things that really popped out to me is that understanding the inequities of the financial playing field can be really helpful. Especially for young people who might be experiencing that FOMO when it comes to spending money. What would you say to these young people who might not understand that the people who look like they have it all in real life or online are most likely greatly advantaged financially?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang: \u003c/strong>I see this a lot like you mentioned on social media a lot of people post what they’re wearing where they’re going out to eat where they are vacationing and i think for a lot of young people who are aspiring to that lifestyle it can be really easy to compare yourself to what other people are doing and for a lot of people they worked for it. And for some people, they’re not showing how they’re affording it, whether that’s through debt; through their parent sponsorship. There are many factors in which you don’t know how they are doing something unless they tell you.\u003c/p>\n\u003ch2>\u003cstrong>Finding financial stability through internships \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> There’s also a lot of different ways you can go about finding financial stability as a young adult. One of the really great ways that I saw you point out in the book is how internships create a pathway to financial stability, especially for people looking to find a career in the corporate world.\u003c/p>\n\u003cp>Can you talk a little bit about some of the practicalities of finding an internship even when you’re in high school or in the early stages of your post-secondary education? And how that can kind of set you up for some financial success early in your 20s.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so my career path has mostly been the internship and then later on my corporate career, which I am a few years in now.\u003c/p>\n\u003cp>I learned about internships when I was a freshman at college, and so I saw internships as a way to get my foot into the door, and I honestly didn’t really think about the financial aspects of internships because… I do think the main purpose of internships is to gain experience so you can land a higher paying role in the industry you want to be in after college, which is where many people see their real earnings come in.\u003c/p>\n\u003cp>In terms of resources for finding internships, when I was in school, I relied on a lot of networks like LinkedIn. I rely on Handshake, which is sort of like a LinkedIn for finding opportunities, but they’re specifically created for college students. And so I really appreciate the opportunities that I found through Handshake actually. Sometimes like professors or classes have jobs or opportunities that they’re connected to. Also relying on the peers in your school, perhaps the alumni that you can reach out to. Those are some of the tips that I have found super helpful when I was in school.\u003c/p>\n\u003ch2>\u003cstrong>Staying motivated\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about motivation. It’s easy to lose motivation, but especially if you feel like you’re never going to reach your financial goals and especially as a young person whose frontal lobe is not fully developed and you’re just starting to think about your personal finances, you’re starting to learn about future planning. What is a strategy that you like to use when you feel yourself losing motivation to keep your personal finance goals in sight.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yeah, I think it’s really interesting because especially for a lot of young people, we live in the culture of FOMO as well as YOLO culture. So, doing things without thinking long term or not understanding that there is a path long term. And I think a lot us get stuck in the cycle of, oh, I’m not going to hit my goals next year, therefore it’s gone to waste.\u003c/p>\n\u003cp>But we forget to realize that we have a long life ahead of us. And just because we don’t reach our goals next year doesn’t mean that we’re a failure or that we shouldn’t plan for the future and so i think we just need to be more intentional with what do you really want in five years or 10 years.\u003c/p>\n\u003cp>What I do is I’m very adamant on tracking a lot of my progress just like month to month not all the time because I think that can be a little stressful but just like knowing where you’re at and seeing like which parts of this process can I control? And what are other parts of the process that are more external factors that I might have to let go?\u003c/p>\n\u003cp>So I think it’s just understanding your situation and what specific things can you control in the process that will bring you more of that relief around the topic instead of feeling that you don’t have control over that.\u003c/p>\n\u003ch2>The pitfalls of buy-now-pay-later\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about Buy now, pay later. This has been a really big topic over the last couple of years, and I feel like that would be a really enticing tool for especially a young person to use, whether or not they have the finances to keep up with it. What are some of the risks and also rewards associated with these types of payment systems like Klarna or Afterpay.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I’ve never used a buy now pay later service ever and it’s just something that I personally have a negative stance against because I think it can do something that is very dangerous. In a way it makes debt seem cute and it makes it not feel like a big deal because you’re not technically getting charged interest and the payments look smaller. So I think that’s what entices a lot of people.\u003c/p>\n\u003cp>But I mentioned in my book too that it’s kind of like the impulsive behavior that once you start doing something it could unlock something in your brain that it would be okay to do the same process or bnpl service for larger purchases even if you can’t afford it I think that’s the biggest pitfall is spiraling into something bigger than what you perhaps intended it to be be for.\u003c/p>\n\u003cp>And one of the most shocking things I’ve seen online about BNPL is that one of bnpl providers was actually on restaurants like Chipotle. “Get your burrito now and pay it later.” Which I think is really, I’m not sure about that, you know?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Mm-hmm, yeah, that does seem like a really slippery slope.\u003c/p>\n\u003ch2>\u003cstrong>Investing versus gambling\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I wanna also ask you about making the distinction between investing and gambling, especially when it comes to things like cryptocurrency and meme stock and sports betting that might blur the lines between investing in gambling behaviors.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> When it comes to short-term gambling or investing based on hype it usually involves a high form of luck. It’s not dependent on these specific technicals of how investment would grow over time, it’s more about did you get in at the right time and you get out at the right time. The entry points and the points that you leave is crucial whether or not you lose a lot of money or gain a lot money, and I don’t believe that is the wisest way for most people to build wealth long term.\u003c/p>\n\u003cp>And when you’re investing in something in the long term, you’re investing in the fundamentals of a company or the economy as a whole. And that has its own guardrails. And studies have shown that if you invest for the long term, over a 20 year period, you’re basically guaranteed to profit off your investment.\u003c/p>\n\u003cp>And so I think a lot of people, young people, don’t think about what their life would look like in X many years from now, because a lot of us want that instant gratification, just like when impulse shopping. And a lot of people want to see immediate gains in their money or investment growth. And so we just have to temper our expectations a little.\u003c/p>\n\u003ch2>\u003cstrong>Meme stock versus meme coin\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>In the book, you tell a story about losing money to a risky investment in a meme coin.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>I mentioned meme stock.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Can you explain to us the difference between the two?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Yes, so the theory behind a meme stock and a meme coin is very similar. In the sense that it’s driven up by hype and there’s no real logic behind this particular asset. And so the difference is a stock is basically a portion of a company.\u003c/p>\n\u003cp>So an example like a real stock is like Google, Amazon, Apple, like established public companies, and a meme stock is a stop representing a company that is driven up artificially by media hype, by social hype, with no real logic to why the stock would increase.\u003c/p>\n\u003cp>In a normal situation when a stock increases, it’s because perhaps the product did well in sales. Or the earnings report was good, like something tangible behind that And a meme coin is a similar concept also driven by hype and the media except it’s for cryptocurrency. So digital currency that is worth money if you sell it. It’s driven by urgency in hopes that you will also enter in this investment and the people who actually benefit know when it’s gonna top out and they sell.\u003c/p>\n\u003cp>And most people who get into this lose a lot of money because by the time you hear about it on the news the hype is already over but people still enter when the hype is over there’s no logic behind it.\u003c/p>\n\u003ch2>\u003cstrong>Financial literacy in high school\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Let’s talk about personal finance classes in high school. As of right now, over 30 states, including California, have some sort of ongoing or newly implemented mandate on personal finance class for high schoolers. How do you feel about personal finance classes and high schools and was it something that was offered to you?\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> I think it’s really great that California in particular is paying more attention to this subject. When I was in high school, we had classes like microeconomics and learning about the government and learning personal finance would ha ve been so helpful for me leaving high school going to college or entering the real world because if the schools don’t teach you, a lot of times like kids and teenagers, students don’t know what to seek out because you don’t what you don’t know, right?\u003c/p>\n\u003cp>And so I think introducing it early is going to be super helpful for students. And I saw that California is mandating a course to every high schooler starting in the 2030 to 31 school year, which is really great, but that’s still five years away. There’s still a long time. A lot of students within that timeframe still won’t get access, wide access, to the education. And so I think there’s still a lot of work to be done, but I’m really glad to see that California is picking this up.\u003c/p>\n\u003ch2>\u003cstrong>How do you know who to trust online?\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We know that most of Gen Z has grown up in a world with at least the internet and then younger Gen Z, obviously, a lot of other digital technologies. And there’s a lot of financial advice online these days. You can find financial advice on any social platform, wherever you look. And we know that Gen Z and younger generations seek out a lot of advice in general through social media. How do you know who to trust, who to follow? Whose advice to apply to your own financial life.\u003c/p>\n\u003cp>\u003cstrong>Lillian Zhang:\u003c/strong> Really great question. I say a lot of people including myself are sharing more of their personal finance journey or lessons kind of learned along the way\u003c/p>\n\u003cp>I like to follow a lot people who kind of are in like a similar relatable journey and I kind of learn what worked for someone else and see if I can apply their life lessons to me and that’s kind of how I like to learn and I think a lot of my audience looks up to like my profile in a similar way but we also have more of those industry leaders who actually have credentials who talk more about like advice and what you can do.\u003c/p>\n\u003cp>And so I say every time you see an educational video content or book it doesn’t matter who it’s from you should understand that it’s not like a black and white situation where what they say is the truth. Always use your analytical thinking to decide whether what they said applies to you since everyone’s situation is different.\u003c/p>\n\u003cp>And also like to emphasize how there are also a lot of like get rich quick schemes that are promoted on social media and if something seems too good to be true, if someone’s promising profits like tomorrow, if you want to get onto this hype stock or investment next week to make money. If it sounds too good to be true, it’s probably a scam.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>BATON ROUGE, La. — About two dozen second graders sat on the carpet at the front of Jacquelyn Anthony’s classroom, reviewing how to make tens. “Two needs eight!” the students yelled out together. “Six needs four!”\u003c/p>\n\u003cp>“The numbers may get a little trickier,” Anthony told them next. “But remember, the numbers we need to make 10 are still there.” The students then turned confidently to bigger calculations: Forty-six needs four ones to make a new number divisible by 10; 128 needs two to make 13 tens.\u003c/p>\n\u003cp>At the end of the hour, the second graders slung on their backpacks, gathered their Chromebooks and lined up at the door before heading to English and social studies class across the hall. While most schools wait until middle school to transition students from one class to another, kids at Louisiana’s Baton Rouge Center for Visual and Performing Arts do so starting at age 6 or 7. It’s part of a strategy known as departmentalizing, or platooning.\u003c/p>\n\u003cp>Anthony, rather than teaching all four core subjects, specializes in math. The school’s new facility, built in 2025, was designed with departmentalizing in mind: The classrooms have huge glass windows, so teachers can see their next class preparing to line up in the hallway.\u003c/p>\n\u003cp>“Teaching today is so different than it was a long time ago, and there are so many demands on them. And the demand to be an expert in your content area is very high,” said Sydney Hebert, magnet site coordinator for the art-focused public school in the East Baton Rouge Parish school district. “We want to make sure that our teachers are experts in what they’re teaching so that they can do a good job of teaching it to the kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As schools contend with a decades-long slump in math scores — exacerbated by the pandemic — some are turning to this classroom \u003ca href=\"https://www.the74million.org/article/why-the-kids-in-my-school-move-from-class-to-class-as-young-as-kindergarten/\">strategy even for very young students\u003c/a>. In recent years, \u003ca href=\"https://ies.ed.gov/use-work/evaluations/evaluation-departmentalized-instruction-elementary-schools\">more e\u003c/a>\u003ca href=\"https://ies.ed.gov/use-work/evaluations/evaluation-departmentalized-instruction-elementary-schools\">lementary schools have opted to departmentalize\u003c/a> some grade levels in an attempt to boost academic achievement. The share of fourth and fifth grade classrooms operating on this schedule has doubled since the year 2000, from 15 percent to 30 percent in 2021. Often, that means educators will specialize in one or two subjects at most, such as fourth grade English language arts and social studies, or fifth grade math and science. The theory is that teachers who specialize will be more familiar with the content and better able to teach it.\u003c/p>\n\u003cp>That may be particularly important for math: Studies have shown that some early \u003ca href=\"https://hechingerreport.org/teachers-conquering-their-math-anxiety/\">elementary school teachers experience anxiety\u003c/a> about the subject and question their ability to teach it. Educators also say that the curriculum and standards for math and English in the early grades are changing rapidly in some districts and have become more complicated over time. In a departmentalized setup, it’s also far less likely that math instruction will get shortchanged by an educator who prefers spending time on other subjects.\u003c/p>\n\u003cp>But while some schools swear by this model, the research on it is mixed.\u003c/p>\n\u003cp>One prominent 2018 study on the practice in Houston public schools \u003ca href=\"https://hechingerreport.org/two-studies-point-to-the-power-of-teacher-student-relationships-to-boost-learning/\">found it had\u003c/a> a negative effect on test scores, behavior and attendance. The study doesn’t explain why that was the case, but the researcher said it could be because teachers on this schedule spend less time with individual students.\u003c/p>\n\u003cp>Another \u003ca href=\"https://caldercenter.org/sites/default/files/2024-11/CALDER%20WP%20298-0424.pdf\">study published in 2024\u003c/a> analyzing Massachusetts schools had different outcomes: Researchers found moderate gains in academic achievement for ELA and a significant boost to science scores for students in departmentalized classes. The results in math, however, showed few gains.\u003c/p>\n\u003cp>Generally, teachers specialize in the subject they are most comfortable teaching. When a school departmentalizes for the first time, principals typically look at each educator’s test score data over time to determine whether they should specialize in math or reading.\u003c/p>\n\u003cp>“There are some arguments that, at least if it’s someone who likes the subject, who is passionate about the subject, you have a greater chance of them doing a better job of delivering instruction,” said Latrenda Knighten, president of the National Council of Teachers of Mathematics. “But you’ll find mixed reviews.”\u003c/p>\n\u003cfigure id=\"attachment_66049\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-scaled.jpg\" alt=\"Woman teaches at front of classroom\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-2000x1334.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-2048x1366.jpg 2048w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ms. Anthony teaches math and science at Baton Rouge Center for Visual and Performing Arts on December 9, 2025 in Baton Rouge, Louisiana. \u003ccite>(Annie Flanagan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet there are a few reasons why the strategy is typically reserved for students in older grades, according to school leaders: Spending all day with one teacher increases the bond between the teacher and student, which is important for younger children. In Baton Rouge, Anthony teaches 50 students throughout the day instead of the same 25 students all day.\u003c/p>\n\u003cp>“Teachers want to get to know their students,” said Dennis Willingham, superintendent of Walker County Schools in Alabama. The district departmentalized some fifth grade classrooms decades ago, but recently added third and fourth grade classes on this schedule. “You tend to see less departmentalization below third grade because of the nurturing element.”\u003c/p>\n\u003cp>It’s also generally more challenging for young students to quickly change classrooms, even for electives, which means lost instructional time. Smaller elementary schools may also struggle to hire enough teachers to schedule all of them on a departmentalized setup.\u003c/p>\n\u003cp>But increasingly, schools that are satisfied with this approach for older grade levels are trying it out with their younger grades, too.\u003c/p>\n\u003cp>After the pandemic, the San Tan Heights Elementary School in Arizona changed its curriculum to one that was more rigorous, and it became harder for the third grade educators to master the standards of all four subject areas, said Henry Saylor-Scheetz, principal at the time.\u003c/p>\n\u003cp>He proposed that third graders be taught by separate math, English language arts and reading teachers. “I told them, let’s try it for a semester. If it doesn’t work at the end of the year, we’ll go back,” Saylor-Scheetz said.\u003c/p>\n\u003cp>Ten days into the experiment, teachers told him they never wanted to return to the old schedule. In the subsequent years, the school added more classrooms on this model until, by 2023, all K-8 students were departmentalized. For the last few years, teacher retention at the school was 95 percent, according to Saylor-Scheetz.\u003c/p>\n\u003cp>Saylor-Scheetz, who last year became principal of a nearby middle school, credited the change for helping the school improve from a C rating on its state report card — a rating it had stagnated at every year since 2018 — to a B rating as of 2022. Since then, more schools in his Arizona school district have shifted to this schedule.\u003c/p>\n\u003cp>“I’d love to see this become something we do as a nation, but it is a paradigm shift,” Saylor-Scheetz said. “There’s merit in doing it, but there has to be a commitment to it.”\u003c/p>\n\u003cp>At Baton Rouge Center for Visual and Performing Arts, students in first through third grades have two partner teachers, one for math and science and another for ELA and social studies. The school has been operating on this schedule for third through fifth grade students for more than a decade. Eight years ago, its leaders decided to try it for first and second grade students, too, and were pleased with the results.\u003c/p>\n\u003cp>On a December morning at the school, young students talked quietly with each other in the hall as they lined up to go from math class to English language arts. All told, the switch took less than five minutes. “We’re at the end of the second nine weeks, so we’ve had a lot of practice,” said GiGi Boudreaux, the assistant principal.\u003c/p>\n\u003cp>The strategy has not always been successful, though.\u003c/p>\n\u003cp>During the pandemic, administrators also attempted to departmentalize its kindergarten classes. It didn’t work as they’d hoped: It was a challenge to get the 5-year-olds to quickly change classes and focus on classwork again once they did. Parents also didn’t like it. The school then tried moving teachers from classroom to classroom instead of moving students, but the educators hated it.\u003c/p>\n\u003cp>“It was too much, so we didn’t do it after that,” said Hebert.\u003c/p>\n\u003cp>The Baton Rouge school doesn’t have comparison data to show that students perform better in a departmentalized setup, but most educators in the school prefer it, Hebert said. Third grade test scores from 2015 — before the school departmentalized its younger grade levels — showed 73 percent scored “advanced” and “mastery” level on the state ELA test, and 56 percent scored advanced or mastery on the math test. In 2025, 80 percent of third grade students scored advanced or mastery in ELA and 55 percent in math.\u003c/p>\n\u003cp>“I know that the teachers like it better, and the kids have adapted to it,” Hebert said.\u003c/p>\n\u003cp>Teachers meet weekly with their partner teachers and grade-level counterparts to discuss their classes and progress on the state standards. Once a quarter, all of the math teachers across the grades meet to talk about strategies and student performance.\u003c/p>\n\u003cp>At Deer Valley Unified School District in Arizona, departmentalizing some classrooms has helped reduce teacher turnover, said Superintendent Curtis Finch, particularly for early career educators, who can find it challenging to master the content and standards of all four subjects.\u003c/p>\n\u003cp>“If you’re not confident in your subject, then you don’t have good examples off the top of your head. You can’t control the room, can’t pull the students in,” Finch said.\u003c/p>\n\u003cp>There are drawbacks though, Finch acknowledged. In a self-contained classroom, teachers can more easily integrate their different lessons, so that a math lesson might refer back to a topic covered in reading.\u003c/p>\n\u003cfigure id=\"attachment_66051\" class=\"wp-caption alignnone\" style=\"max-width: 1707px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66051\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-scaled.jpg\" alt=\"Woman leaning on desk\" width=\"1707\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-scaled.jpg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-2000x2999.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-1366x2048.jpg 1366w\" sizes=\"auto, (max-width: 1707px) 100vw, 1707px\">\u003cfigcaption class=\"wp-caption-text\">Ms. Anthony poses for a portrait at Baton Rouge Center for Visual and Performing Arts on December 9, 2025 in Baton Rouge, Louisiana. \u003ccite>(Annie Flanagan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And even though Anthony, the second grade math and science teacher in Baton Rouge, loves teaching math, she also misses the extra time she could spend with each student when she had the same 25 children in her class all day for the entire school year.\u003c/p>\n\u003cp>“It was a joy for me to be self-contained and to build that little family,” Anthony said. “I think the social emotional needs of students are best met in that type of environment. But being solely a math teacher, I do get to just dig in and focus on the nuance of the content.”\u003c/p>\n\u003cp>For Anthony’s partner teacher across the hall, Holley McArthur, teaching 50 students ELA and social studies is easier than having to teach 25 students math.\u003c/p>\n\u003cp>“This is my thing: reading books, comprehending and finding answers, meeting their goals,” said McArthur, who has taught in both kinds of classrooms over three decades in education.\u003c/p>\n\u003cp>While McArthur’s kids were at recess this mid-December day, the veteran teacher was grading their reading worksheets. A new student had transferred in from out of state midyear, and she was still evaluating his reading skills.\u003c/p>\n\u003cp>“I think you still get to know the kids, even if you just have them for three hours a day, because I’m not doing the hard math with them.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer Ariel Gilreath on Signal at arielgilreath.46 or at \u003c/em>\u003ca href=\"mailto:gilreath@hechingerreport.org\">\u003cem>gilreath@hechingerreport.org\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/the-schools-where-even-young-children-change-classes/\">\u003cem>departmentalizing\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">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/weeklynewsletter/\">\u003cem>the Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>BATON ROUGE, La. — About two dozen second graders sat on the carpet at the front of Jacquelyn Anthony’s classroom, reviewing how to make tens. “Two needs eight!” the students yelled out together. “Six needs four!”\u003c/p>\n\u003cp>“The numbers may get a little trickier,” Anthony told them next. “But remember, the numbers we need to make 10 are still there.” The students then turned confidently to bigger calculations: Forty-six needs four ones to make a new number divisible by 10; 128 needs two to make 13 tens.\u003c/p>\n\u003cp>At the end of the hour, the second graders slung on their backpacks, gathered their Chromebooks and lined up at the door before heading to English and social studies class across the hall. While most schools wait until middle school to transition students from one class to another, kids at Louisiana’s Baton Rouge Center for Visual and Performing Arts do so starting at age 6 or 7. It’s part of a strategy known as departmentalizing, or platooning.\u003c/p>\n\u003cp>Anthony, rather than teaching all four core subjects, specializes in math. The school’s new facility, built in 2025, was designed with departmentalizing in mind: The classrooms have huge glass windows, so teachers can see their next class preparing to line up in the hallway.\u003c/p>\n\u003cp>“Teaching today is so different than it was a long time ago, and there are so many demands on them. And the demand to be an expert in your content area is very high,” said Sydney Hebert, magnet site coordinator for the art-focused public school in the East Baton Rouge Parish school district. “We want to make sure that our teachers are experts in what they’re teaching so that they can do a good job of teaching it to the kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As schools contend with a decades-long slump in math scores — exacerbated by the pandemic — some are turning to this classroom \u003ca href=\"https://www.the74million.org/article/why-the-kids-in-my-school-move-from-class-to-class-as-young-as-kindergarten/\">strategy even for very young students\u003c/a>. In recent years, \u003ca href=\"https://ies.ed.gov/use-work/evaluations/evaluation-departmentalized-instruction-elementary-schools\">more e\u003c/a>\u003ca href=\"https://ies.ed.gov/use-work/evaluations/evaluation-departmentalized-instruction-elementary-schools\">lementary schools have opted to departmentalize\u003c/a> some grade levels in an attempt to boost academic achievement. The share of fourth and fifth grade classrooms operating on this schedule has doubled since the year 2000, from 15 percent to 30 percent in 2021. Often, that means educators will specialize in one or two subjects at most, such as fourth grade English language arts and social studies, or fifth grade math and science. The theory is that teachers who specialize will be more familiar with the content and better able to teach it.\u003c/p>\n\u003cp>That may be particularly important for math: Studies have shown that some early \u003ca href=\"https://hechingerreport.org/teachers-conquering-their-math-anxiety/\">elementary school teachers experience anxiety\u003c/a> about the subject and question their ability to teach it. Educators also say that the curriculum and standards for math and English in the early grades are changing rapidly in some districts and have become more complicated over time. In a departmentalized setup, it’s also far less likely that math instruction will get shortchanged by an educator who prefers spending time on other subjects.\u003c/p>\n\u003cp>But while some schools swear by this model, the research on it is mixed.\u003c/p>\n\u003cp>One prominent 2018 study on the practice in Houston public schools \u003ca href=\"https://hechingerreport.org/two-studies-point-to-the-power-of-teacher-student-relationships-to-boost-learning/\">found it had\u003c/a> a negative effect on test scores, behavior and attendance. The study doesn’t explain why that was the case, but the researcher said it could be because teachers on this schedule spend less time with individual students.\u003c/p>\n\u003cp>Another \u003ca href=\"https://caldercenter.org/sites/default/files/2024-11/CALDER%20WP%20298-0424.pdf\">study published in 2024\u003c/a> analyzing Massachusetts schools had different outcomes: Researchers found moderate gains in academic achievement for ELA and a significant boost to science scores for students in departmentalized classes. The results in math, however, showed few gains.\u003c/p>\n\u003cp>Generally, teachers specialize in the subject they are most comfortable teaching. When a school departmentalizes for the first time, principals typically look at each educator’s test score data over time to determine whether they should specialize in math or reading.\u003c/p>\n\u003cp>“There are some arguments that, at least if it’s someone who likes the subject, who is passionate about the subject, you have a greater chance of them doing a better job of delivering instruction,” said Latrenda Knighten, president of the National Council of Teachers of Mathematics. “But you’ll find mixed reviews.”\u003c/p>\n\u003cfigure id=\"attachment_66049\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-scaled.jpg\" alt=\"Woman teaches at front of classroom\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-2000x1334.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-1-2048x1366.jpg 2048w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ms. Anthony teaches math and science at Baton Rouge Center for Visual and Performing Arts on December 9, 2025 in Baton Rouge, Louisiana. \u003ccite>(Annie Flanagan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet there are a few reasons why the strategy is typically reserved for students in older grades, according to school leaders: Spending all day with one teacher increases the bond between the teacher and student, which is important for younger children. In Baton Rouge, Anthony teaches 50 students throughout the day instead of the same 25 students all day.\u003c/p>\n\u003cp>“Teachers want to get to know their students,” said Dennis Willingham, superintendent of Walker County Schools in Alabama. The district departmentalized some fifth grade classrooms decades ago, but recently added third and fourth grade classes on this schedule. “You tend to see less departmentalization below third grade because of the nurturing element.”\u003c/p>\n\u003cp>It’s also generally more challenging for young students to quickly change classrooms, even for electives, which means lost instructional time. Smaller elementary schools may also struggle to hire enough teachers to schedule all of them on a departmentalized setup.\u003c/p>\n\u003cp>But increasingly, schools that are satisfied with this approach for older grade levels are trying it out with their younger grades, too.\u003c/p>\n\u003cp>After the pandemic, the San Tan Heights Elementary School in Arizona changed its curriculum to one that was more rigorous, and it became harder for the third grade educators to master the standards of all four subject areas, said Henry Saylor-Scheetz, principal at the time.\u003c/p>\n\u003cp>He proposed that third graders be taught by separate math, English language arts and reading teachers. “I told them, let’s try it for a semester. If it doesn’t work at the end of the year, we’ll go back,” Saylor-Scheetz said.\u003c/p>\n\u003cp>Ten days into the experiment, teachers told him they never wanted to return to the old schedule. In the subsequent years, the school added more classrooms on this model until, by 2023, all K-8 students were departmentalized. For the last few years, teacher retention at the school was 95 percent, according to Saylor-Scheetz.\u003c/p>\n\u003cp>Saylor-Scheetz, who last year became principal of a nearby middle school, credited the change for helping the school improve from a C rating on its state report card — a rating it had stagnated at every year since 2018 — to a B rating as of 2022. Since then, more schools in his Arizona school district have shifted to this schedule.\u003c/p>\n\u003cp>“I’d love to see this become something we do as a nation, but it is a paradigm shift,” Saylor-Scheetz said. “There’s merit in doing it, but there has to be a commitment to it.”\u003c/p>\n\u003cp>At Baton Rouge Center for Visual and Performing Arts, students in first through third grades have two partner teachers, one for math and science and another for ELA and social studies. The school has been operating on this schedule for third through fifth grade students for more than a decade. Eight years ago, its leaders decided to try it for first and second grade students, too, and were pleased with the results.\u003c/p>\n\u003cp>On a December morning at the school, young students talked quietly with each other in the hall as they lined up to go from math class to English language arts. All told, the switch took less than five minutes. “We’re at the end of the second nine weeks, so we’ve had a lot of practice,” said GiGi Boudreaux, the assistant principal.\u003c/p>\n\u003cp>The strategy has not always been successful, though.\u003c/p>\n\u003cp>During the pandemic, administrators also attempted to departmentalize its kindergarten classes. It didn’t work as they’d hoped: It was a challenge to get the 5-year-olds to quickly change classes and focus on classwork again once they did. Parents also didn’t like it. The school then tried moving teachers from classroom to classroom instead of moving students, but the educators hated it.\u003c/p>\n\u003cp>“It was too much, so we didn’t do it after that,” said Hebert.\u003c/p>\n\u003cp>The Baton Rouge school doesn’t have comparison data to show that students perform better in a departmentalized setup, but most educators in the school prefer it, Hebert said. Third grade test scores from 2015 — before the school departmentalized its younger grade levels — showed 73 percent scored “advanced” and “mastery” level on the state ELA test, and 56 percent scored advanced or mastery on the math test. In 2025, 80 percent of third grade students scored advanced or mastery in ELA and 55 percent in math.\u003c/p>\n\u003cp>“I know that the teachers like it better, and the kids have adapted to it,” Hebert said.\u003c/p>\n\u003cp>Teachers meet weekly with their partner teachers and grade-level counterparts to discuss their classes and progress on the state standards. Once a quarter, all of the math teachers across the grades meet to talk about strategies and student performance.\u003c/p>\n\u003cp>At Deer Valley Unified School District in Arizona, departmentalizing some classrooms has helped reduce teacher turnover, said Superintendent Curtis Finch, particularly for early career educators, who can find it challenging to master the content and standards of all four subjects.\u003c/p>\n\u003cp>“If you’re not confident in your subject, then you don’t have good examples off the top of your head. You can’t control the room, can’t pull the students in,” Finch said.\u003c/p>\n\u003cp>There are drawbacks though, Finch acknowledged. In a self-contained classroom, teachers can more easily integrate their different lessons, so that a math lesson might refer back to a topic covered in reading.\u003c/p>\n\u003cfigure id=\"attachment_66051\" class=\"wp-caption alignnone\" style=\"max-width: 1707px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66051\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-scaled.jpg\" alt=\"Woman leaning on desk\" width=\"1707\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-scaled.jpg 1707w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-2000x2999.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/k12-departmentalizing-math-2-1366x2048.jpg 1366w\" sizes=\"auto, (max-width: 1707px) 100vw, 1707px\">\u003cfigcaption class=\"wp-caption-text\">Ms. Anthony poses for a portrait at Baton Rouge Center for Visual and Performing Arts on December 9, 2025 in Baton Rouge, Louisiana. \u003ccite>(Annie Flanagan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And even though Anthony, the second grade math and science teacher in Baton Rouge, loves teaching math, she also misses the extra time she could spend with each student when she had the same 25 children in her class all day for the entire school year.\u003c/p>\n\u003cp>“It was a joy for me to be self-contained and to build that little family,” Anthony said. “I think the social emotional needs of students are best met in that type of environment. But being solely a math teacher, I do get to just dig in and focus on the nuance of the content.”\u003c/p>\n\u003cp>For Anthony’s partner teacher across the hall, Holley McArthur, teaching 50 students ELA and social studies is easier than having to teach 25 students math.\u003c/p>\n\u003cp>“This is my thing: reading books, comprehending and finding answers, meeting their goals,” said McArthur, who has taught in both kinds of classrooms over three decades in education.\u003c/p>\n\u003cp>While McArthur’s kids were at recess this mid-December day, the veteran teacher was grading their reading worksheets. A new student had transferred in from out of state midyear, and she was still evaluating his reading skills.\u003c/p>\n\u003cp>“I think you still get to know the kids, even if you just have them for three hours a day, because I’m not doing the hard math with them.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer Ariel Gilreath on Signal at arielgilreath.46 or at \u003c/em>\u003ca href=\"mailto:gilreath@hechingerreport.org\">\u003cem>gilreath@hechingerreport.org\u003c/em>\u003c/a>.\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/the-schools-where-even-young-children-change-classes/\">\u003cem>departmentalizing\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">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/weeklynewsletter/\">\u003cem>the Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "conservatives-see-two-parent-households-as-a-solution-to-student-achievement-its-not-that-simple",
"title": "Conservatives See Two-parent Households as a Solution to Student Achievement. It’s Not That Simple",
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"content": "\u003cp>Conservatives have long argued that unwed motherhood and single parenting are major drivers of poor student achievement. They contend that traditional two-parent families — ideally with a married mother and father — provide the stability children need to succeed in school. Single-parent households, more common among low-income families, are blamed for weak academic outcomes.\u003c/p>\n\u003cp>That argument has resurfaced prominently in Project 2025, a policy blueprint developed by the conservative Heritage Foundation that calls for the federal government to collect and publish more \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2026/01/2025_MandateForLeadership_CHAPTER-11.pdf\">education data broken out by family structure\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/trump-administration-makes-good-on-many-project-2025-education-goals/\">Project 2025\u003c/a> acknowledges that the Education Department already collects some of this data, but asserts that it doesn’t make it public. That’s not true, though you need expertise to extract it. When I contacted the Heritage Foundation, the organization responded that the family-structure data should still be “readily available” to a layman, just like student achievement by race and sex. Fair point.\u003c/p>\n\u003cp>With some help, I found the figures and the results complicate the conservative claim.\u003c/p>\n\u003cp>Since 2013, the National Assessment of Educational Progress (NAEP), often called the Nation’s Report Card, has asked students about who lives in their home. While the question does not capture every family arrangement, the answers provide a reasonable, albeit imperfect, proxy for family structure and it allows the public to examine how a nationally representative sample of students from different types of households perform academically.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I wanted to look at the relationship between family structure and student achievement by family income. Single-parent families are far more common in low-income communities and I didn’t want to conflate achievement gaps by income with achievement gaps by family structure. For example, 43 percent of low-income eighth graders live with only one parent compared with 13 percent of their high-income peers. I wanted to know whether kids who live with only one parent perform worse than kids with the same family income who live with both parents.\u003c/p>\n\u003cp>To analyze the most recent data from the 2024 NAEP exam, I used the \u003ca href=\"https://www.nationsreportcard.gov/ndecore/landing\">NAEP Data Explorer\u003c/a>, a public tool developed by testing organization ETS for the National Center for Education Statistics (NCES). I told an ETS researcher what I wanted to know and he showed me how to generate the cross-tabulations, which I then replicated independently across four tests: fourth- and eighth-grade reading and math. Finally, I vetted the results with a former senior official at NCES and with a current staff member at the governing board that oversees the NAEP assessment.\u003c/p>\n\u003cp>The analysis reveals a striking pattern.\u003c/p>\n\u003cp>Among low-income students, achievement differs little by family structure. Fourth- and eighth-grade students from low-income households score at roughly the same level whether they live with both parents or with only one parent. Two-parent households do not confer a measurable academic advantage in this group. Fourth-grade reading is a great example. Among the socioeconomic bottom third of students, those who live with both parents scored a 199. Those who live with just mom scored 200. The results are almost identical and, if anything, a smidge higher for the kids of single moms.\u003c/p>\n\u003cp>As socioeconomic status rises, however, differences by family structure become more pronounced. Among middle- and high-income students, those living with both parents tend to score higher than their peers living with only one parent. The gap is largest among the most affluent students. In fourth grade reading, for example, higher income kids who live with both parents scored a 238, a whopping 10 points higher than their peers who live with only their moms. Experts argue over the meaning of a NAEP point, but some equate 10 NAEP points to a school year’s worth of learning. It’s substantial.\u003c/p>\n\u003cp>\u003cstrong>Family structure matters less for low-income student achievement\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66044\" class=\"wp-caption alignnone\" style=\"max-width: 936px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-66044 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure.png\" alt=\"Spreadsheet listing family structure with test scores\" width=\"936\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure.png 936w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure-768x354.png 768w\" sizes=\"auto, (max-width: 936px) 100vw, 936px\">\u003cfigcaption class=\"wp-caption-text\">Note: Socioeconomic status (SES) combines family income, parents’ educational attainment and the number of books in the home. “Lives with mother and father” may include students in shared-custody households. Data source: National Center for Education Statistics, NAEP Data Explorer (2024). \u003ccite>(Table by Jill Barshay/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it’s better to be rich in a single-parent household than poor in a two-parent household. High-income students raised by a single parent substantially outperform low-income students who live with both parents by at least 20 points, underscoring that money and the advantages it brings — such as access to resources, stable housing, and educational support — matter far more than household composition alone. In other words, income far outweighs family structure when it comes to student achievement.\u003c/p>\n\u003cp>Despite the NAEP data, Jonathan Butcher, acting director of the center for education policy at the Heritage Foundation, stands by the contention that family structure matters greatly for student outcomes. He points out that research since the landmark \u003ca href=\"https://eric.ed.gov/?id=ED012275\">Coleman report of 1966\u003c/a> has consistently found a relationship between the two. Most recently, in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2022/02/ES_20220228_Rebalancing_Children_First.pdf\">2022 American Enterprise Institute-Brookings report\u003c/a>, 15 scholars concluded that children “raised in stable, married-parent families are more likely to excel in school, and generally earn higher grade point averages” than children who are not. Two recent books, Brad Wilcox’s “Get Married” (2024) and Melissa Kearney’s “The Two-Parent Privilege” (2023), make the case, too, and they point out that children raised by married parents are about twice as likely to graduate from college than children who are not. However, it’s unclear to me if all of this analysis has disaggregated student achievement by family income as I did with the NAEP data.\u003c/p>\n\u003cp>Family structure is a persistent theme for conservatives. Just last week the Heritage Foundation released a \u003ca href=\"https://www.heritage.org/press/saving-the-american-family-heritage-releases-landmark-report-rebuilding-and-strengthening-us\">report on strengthening and rebuilding U.S. families\u003c/a>. In a July 2025 \u003ca href=\"https://thenext30years.substack.com/p/family-structure-matters-to-student?utm_source=substack&utm_medium=email\">newsletter\u003c/a>, Robert Pondiscio, senior fellow at the American Enterprise Institute, a conservative think tank, wrote that “the most effective intervention in education is not another literacy coach or SEL program. It’s dad.” He cited a June 2025 report, “\u003ca href=\"https://nationalmarriageproject.org/sites/g/files/jsddwu1276/files/2025-06/UVA%20-%20Good%20Fathers%2C%20Flourishing%20Kids%20Report.pdf\">Good Fathers, Flourishing Kids,\u003c/a>” by scholars and advocates. (Disclosure: A group led by one of the authors of this report, Richard Reeves, is among the funders of The Hechinger Report.)\u003c/p>\n\u003cp>That conclusion is partially supported by the NAEP data, but only for a relatively small share of students from higher income families (The share of high income children living with only their mother ranges between 7 and 10 percent. The single-parent rate is higher for eighth graders than for fourth graders.) For low income students, who are Pondiscio’s and the scholars’ main concern, it’s not the case.\u003c/p>\n\u003cp>The data has limitations. The NAEP survey does not distinguish among divorced families, grandparent-led households or same-sex parents. Joint custody arrangements are likely grouped with two-parent households because children may say that they live with both mother and father, if not at the same time. Even so, these nuances are unlikely to alter the core finding: For low-income students, academic outcomes are largely similar regardless of whether they live with both parents all of the time, some of the time or only live with one parent.\u003c/p>\n\u003cp>The bottom line is that calls for new federal data collection by family structure, like those outlined in Project 2025, may not reveal what advocates expect. A family’s bank account matters more than a wedding ring.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-family-structure-student-achievement/\">\u003cem>family structure and student achievement\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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"title": "Conservatives See Two-parent Households as a Solution to Student Achievement. It’s Not That Simple | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Conservatives have long argued that unwed motherhood and single parenting are major drivers of poor student achievement. They contend that traditional two-parent families — ideally with a married mother and father — provide the stability children need to succeed in school. Single-parent households, more common among low-income families, are blamed for weak academic outcomes.\u003c/p>\n\u003cp>That argument has resurfaced prominently in Project 2025, a policy blueprint developed by the conservative Heritage Foundation that calls for the federal government to collect and publish more \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2026/01/2025_MandateForLeadership_CHAPTER-11.pdf\">education data broken out by family structure\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/trump-administration-makes-good-on-many-project-2025-education-goals/\">Project 2025\u003c/a> acknowledges that the Education Department already collects some of this data, but asserts that it doesn’t make it public. That’s not true, though you need expertise to extract it. When I contacted the Heritage Foundation, the organization responded that the family-structure data should still be “readily available” to a layman, just like student achievement by race and sex. Fair point.\u003c/p>\n\u003cp>With some help, I found the figures and the results complicate the conservative claim.\u003c/p>\n\u003cp>Since 2013, the National Assessment of Educational Progress (NAEP), often called the Nation’s Report Card, has asked students about who lives in their home. While the question does not capture every family arrangement, the answers provide a reasonable, albeit imperfect, proxy for family structure and it allows the public to examine how a nationally representative sample of students from different types of households perform academically.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I wanted to look at the relationship between family structure and student achievement by family income. Single-parent families are far more common in low-income communities and I didn’t want to conflate achievement gaps by income with achievement gaps by family structure. For example, 43 percent of low-income eighth graders live with only one parent compared with 13 percent of their high-income peers. I wanted to know whether kids who live with only one parent perform worse than kids with the same family income who live with both parents.\u003c/p>\n\u003cp>To analyze the most recent data from the 2024 NAEP exam, I used the \u003ca href=\"https://www.nationsreportcard.gov/ndecore/landing\">NAEP Data Explorer\u003c/a>, a public tool developed by testing organization ETS for the National Center for Education Statistics (NCES). I told an ETS researcher what I wanted to know and he showed me how to generate the cross-tabulations, which I then replicated independently across four tests: fourth- and eighth-grade reading and math. Finally, I vetted the results with a former senior official at NCES and with a current staff member at the governing board that oversees the NAEP assessment.\u003c/p>\n\u003cp>The analysis reveals a striking pattern.\u003c/p>\n\u003cp>Among low-income students, achievement differs little by family structure. Fourth- and eighth-grade students from low-income households score at roughly the same level whether they live with both parents or with only one parent. Two-parent households do not confer a measurable academic advantage in this group. Fourth-grade reading is a great example. Among the socioeconomic bottom third of students, those who live with both parents scored a 199. Those who live with just mom scored 200. The results are almost identical and, if anything, a smidge higher for the kids of single moms.\u003c/p>\n\u003cp>As socioeconomic status rises, however, differences by family structure become more pronounced. Among middle- and high-income students, those living with both parents tend to score higher than their peers living with only one parent. The gap is largest among the most affluent students. In fourth grade reading, for example, higher income kids who live with both parents scored a 238, a whopping 10 points higher than their peers who live with only their moms. Experts argue over the meaning of a NAEP point, but some equate 10 NAEP points to a school year’s worth of learning. It’s substantial.\u003c/p>\n\u003cp>\u003cstrong>Family structure matters less for low-income student achievement\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66044\" class=\"wp-caption alignnone\" style=\"max-width: 936px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-66044 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure.png\" alt=\"Spreadsheet listing family structure with test scores\" width=\"936\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure.png 936w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/01/Family-Structure-768x354.png 768w\" sizes=\"auto, (max-width: 936px) 100vw, 936px\">\u003cfigcaption class=\"wp-caption-text\">Note: Socioeconomic status (SES) combines family income, parents’ educational attainment and the number of books in the home. “Lives with mother and father” may include students in shared-custody households. Data source: National Center for Education Statistics, NAEP Data Explorer (2024). \u003ccite>(Table by Jill Barshay/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it’s better to be rich in a single-parent household than poor in a two-parent household. High-income students raised by a single parent substantially outperform low-income students who live with both parents by at least 20 points, underscoring that money and the advantages it brings — such as access to resources, stable housing, and educational support — matter far more than household composition alone. In other words, income far outweighs family structure when it comes to student achievement.\u003c/p>\n\u003cp>Despite the NAEP data, Jonathan Butcher, acting director of the center for education policy at the Heritage Foundation, stands by the contention that family structure matters greatly for student outcomes. He points out that research since the landmark \u003ca href=\"https://eric.ed.gov/?id=ED012275\">Coleman report of 1966\u003c/a> has consistently found a relationship between the two. Most recently, in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2022/02/ES_20220228_Rebalancing_Children_First.pdf\">2022 American Enterprise Institute-Brookings report\u003c/a>, 15 scholars concluded that children “raised in stable, married-parent families are more likely to excel in school, and generally earn higher grade point averages” than children who are not. Two recent books, Brad Wilcox’s “Get Married” (2024) and Melissa Kearney’s “The Two-Parent Privilege” (2023), make the case, too, and they point out that children raised by married parents are about twice as likely to graduate from college than children who are not. However, it’s unclear to me if all of this analysis has disaggregated student achievement by family income as I did with the NAEP data.\u003c/p>\n\u003cp>Family structure is a persistent theme for conservatives. Just last week the Heritage Foundation released a \u003ca href=\"https://www.heritage.org/press/saving-the-american-family-heritage-releases-landmark-report-rebuilding-and-strengthening-us\">report on strengthening and rebuilding U.S. families\u003c/a>. In a July 2025 \u003ca href=\"https://thenext30years.substack.com/p/family-structure-matters-to-student?utm_source=substack&utm_medium=email\">newsletter\u003c/a>, Robert Pondiscio, senior fellow at the American Enterprise Institute, a conservative think tank, wrote that “the most effective intervention in education is not another literacy coach or SEL program. It’s dad.” He cited a June 2025 report, “\u003ca href=\"https://nationalmarriageproject.org/sites/g/files/jsddwu1276/files/2025-06/UVA%20-%20Good%20Fathers%2C%20Flourishing%20Kids%20Report.pdf\">Good Fathers, Flourishing Kids,\u003c/a>” by scholars and advocates. (Disclosure: A group led by one of the authors of this report, Richard Reeves, is among the funders of The Hechinger Report.)\u003c/p>\n\u003cp>That conclusion is partially supported by the NAEP data, but only for a relatively small share of students from higher income families (The share of high income children living with only their mother ranges between 7 and 10 percent. The single-parent rate is higher for eighth graders than for fourth graders.) For low income students, who are Pondiscio’s and the scholars’ main concern, it’s not the case.\u003c/p>\n\u003cp>The data has limitations. The NAEP survey does not distinguish among divorced families, grandparent-led households or same-sex parents. Joint custody arrangements are likely grouped with two-parent households because children may say that they live with both mother and father, if not at the same time. Even so, these nuances are unlikely to alter the core finding: For low-income students, academic outcomes are largely similar regardless of whether they live with both parents all of the time, some of the time or only live with one parent.\u003c/p>\n\u003cp>The bottom line is that calls for new federal data collection by family structure, like those outlined in Project 2025, may not reveal what advocates expect. A family’s bank account matters more than a wedding ring.\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-family-structure-student-achievement/\">\u003cem>family structure and student achievement\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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"title": "Words Matter: Teachers Who Use Math Vocabulary Help Students Do Better in Math",
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"content": "\u003cp>Students, parents and school principals all instinctively know that some teachers are better than others. Education researchers have spent decades trying — with \u003ca href=\"https://www.researchgate.net/profile/Ismail-Aslantas/publication/347514070_The_Stability_Problem_of_Value-added_Models_in_Teacher_Effectiveness_Estimations_A_Systematic_Review_Study/links/5fdfcd2192851c13fea95412/The-Stability-Problem-of-Value-added-Models-in-Teacher-Effectiveness-Estimations-A-Systematic-Review-Study.pdf\">mixed success\u003c/a> — to calculate exactly how much better.\u003c/p>\n\u003cp>What remains far more elusive is why.\u003c/p>\n\u003cp>A \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X251393232\">new study\u003c/a> suggests that one surprisingly simple difference between stronger and weaker math teachers may be how often they use mathematical vocabulary, words such as “factors,” “denominators” and “multiples,” in class.\u003c/p>\n\u003cp>Teachers who used more math vocabulary had students who scored higher on math tests, according to a team of data scientists and education researchers from Harvard University, Stanford University and the University of Maryland. The size of the test score boost was substantial. It amounted to about half of the benefit researchers typically attribute to having a highly effective teacher, which is among the most important school-based factors that help children learn. Students with highly effective teachers can end up months ahead of their peers.\u003c/p>\n\u003cp>“If you’re looking for a good math teacher, you’re probably looking for somebody who’s exposing their students to more mathematical vocabulary,” said Harvard data scientist Zachary Himmelsbach, lead author of the \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X251393232\">study\u003c/a>, which was published online in November 2025.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding aligns with a growing body of research suggesting that language plays a critical role in math learning. A \u003ca href=\"https://www.journals.uchicago.edu/doi/10.1086/712504\">2021 meta-analysis\u003c/a> of 40 studies found that students with stronger math vocabularies tend to perform better in math, particularly on multi-step, complex problems. Understanding what a “radius” is, for example, can make it more efficient to talk about perimeter and area and understand geometric concepts. Some math curricula explicitly teach vocabulary and include glossaries to reinforce these terms.\u003c/p>\n\u003cp>But vocabulary alone is unlikely to be a magic ingredient.\u003c/p>\n\u003cp>“If a teacher just stood in front of the classroom and recited lists of mathematical vocabulary terms, nobody’s learning anything,” said Himmelsbach.\u003c/p>\n\u003cp>Instead, Himmelsbach suspects that vocabulary is part of a broader constellation of effective teaching practices. Teachers who use more math terms may also be providing clearer explanations, walking students through lots of examples step-by-step, and offering engaging puzzles. These teachers might also have a stronger conceptual understanding of math themselves.\u003c/p>\n\u003cp>It’s hard to isolate what exactly is driving the students’ math learning and what role vocabulary, in and of itself, is playing, Himmelsbach said.\u003c/p>\n\u003cp>Himmelsbach and his research team analyzed transcripts from more than 1,600 fourth- and fifth-grade math lessons in four school districts recorded for research purposes about 15 years ago. They counted how often teachers used more than \u003ca href=\"https://docs.google.com/document/d/1acNLeOvUjW1-29p2K05BNN_Mtx_SfbNf/edit?usp=sharing&ouid=116671581412148583978&rtpof=true&sd=true\">200 common math terms\u003c/a> drawn from elementary math curriculum glossaries.\u003c/p>\n\u003cp>The average teacher used 140 math-related words per lesson. But there was wide variation. The top quarter of the teachers used at least 28 more math terms per lesson than the quarter of the teachers who spoke the fewest math words. Over the course of a school year, that difference amounted to roughly 4,480 additional math terms, meaning that some students were exposed to far richer mathematical language than others, depending on which teacher they happened to have that year.\u003c/p>\n\u003cp>The study linked these differences to student achievement. One hundred teachers were recorded over three years, and in the third year, students were randomly assigned to classrooms. That random assignment allowed the researchers to rule out the possibility that higher performing students were simply being clustered with stronger teachers.\u003c/p>\n\u003cp>The lessons came from districts serving mostly low-income students. About two-thirds of students qualified for free or reduced-price lunch, more than 40 percent were Black, and nearly a quarter were Hispanic — the very populations that tend to struggle the most in math and stand to gain the most from effective instruction.\u003c/p>\n\u003cp>Interestingly, student use of math vocabulary did not appear to matter as much as teacher use. Although the researchers also tracked how often students used math terms in class, they found no clear link between teachers who used more vocabulary and students who spoke more math words themselves. Exposure and comprehension, rather than verbal facility, may be enough to support stronger math performance.\u003c/p>\n\u003cp>The researchers also looked for clues as to why some teachers used more math vocabulary than others. Years of teaching experience made no difference. Nor did the number of math or math pedagogy courses teachers had taken in college. Teachers with stronger mathematical knowledge did tend to use more math terms, but the relationship was modest.\u003c/p>\n\u003cp>Himmelsbach suspects that personal beliefs play an important role. Some teachers, he said, worry that formal math language will confuse students and instead favor more familiar phrasing, such as “put together” instead of addition, or “take away” instead of subtraction. While those colloquial expressions can be helpful, students ultimately need to understand how they correspond to formal mathematical concepts, Himmelsbach said.\u003c/p>\n\u003cp>This study is part of a new wave of education research that uses machine learning and natural language processing — computer techniques that analyze large volumes of text — to peer inside the classroom, which has long remained a black box. With enough recorded lessons, researchers hope not only to identify which teaching practices matter most, but also provide teachers with concrete, data-driven feedback.\u003c/p>\n\u003cp>The researchers did not examine whether teachers used math terms correctly, but they noted that future models could be trained to do just that, offering feedback on accuracy and context, not just frequency.\u003c/p>\n\u003cp>For now, the takeaway is more modest but still meaningful: Students appear to learn more math when their teachers speak the language of math more often.\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 or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-math-vocabulary/\">\u003cem>math vocabulary\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>Students, parents and school principals all instinctively know that some teachers are better than others. Education researchers have spent decades trying — with \u003ca href=\"https://www.researchgate.net/profile/Ismail-Aslantas/publication/347514070_The_Stability_Problem_of_Value-added_Models_in_Teacher_Effectiveness_Estimations_A_Systematic_Review_Study/links/5fdfcd2192851c13fea95412/The-Stability-Problem-of-Value-added-Models-in-Teacher-Effectiveness-Estimations-A-Systematic-Review-Study.pdf\">mixed success\u003c/a> — to calculate exactly how much better.\u003c/p>\n\u003cp>What remains far more elusive is why.\u003c/p>\n\u003cp>A \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X251393232\">new study\u003c/a> suggests that one surprisingly simple difference between stronger and weaker math teachers may be how often they use mathematical vocabulary, words such as “factors,” “denominators” and “multiples,” in class.\u003c/p>\n\u003cp>Teachers who used more math vocabulary had students who scored higher on math tests, according to a team of data scientists and education researchers from Harvard University, Stanford University and the University of Maryland. The size of the test score boost was substantial. It amounted to about half of the benefit researchers typically attribute to having a highly effective teacher, which is among the most important school-based factors that help children learn. Students with highly effective teachers can end up months ahead of their peers.\u003c/p>\n\u003cp>“If you’re looking for a good math teacher, you’re probably looking for somebody who’s exposing their students to more mathematical vocabulary,” said Harvard data scientist Zachary Himmelsbach, lead author of the \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X251393232\">study\u003c/a>, which was published online in November 2025.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding aligns with a growing body of research suggesting that language plays a critical role in math learning. A \u003ca href=\"https://www.journals.uchicago.edu/doi/10.1086/712504\">2021 meta-analysis\u003c/a> of 40 studies found that students with stronger math vocabularies tend to perform better in math, particularly on multi-step, complex problems. Understanding what a “radius” is, for example, can make it more efficient to talk about perimeter and area and understand geometric concepts. Some math curricula explicitly teach vocabulary and include glossaries to reinforce these terms.\u003c/p>\n\u003cp>But vocabulary alone is unlikely to be a magic ingredient.\u003c/p>\n\u003cp>“If a teacher just stood in front of the classroom and recited lists of mathematical vocabulary terms, nobody’s learning anything,” said Himmelsbach.\u003c/p>\n\u003cp>Instead, Himmelsbach suspects that vocabulary is part of a broader constellation of effective teaching practices. Teachers who use more math terms may also be providing clearer explanations, walking students through lots of examples step-by-step, and offering engaging puzzles. These teachers might also have a stronger conceptual understanding of math themselves.\u003c/p>\n\u003cp>It’s hard to isolate what exactly is driving the students’ math learning and what role vocabulary, in and of itself, is playing, Himmelsbach said.\u003c/p>\n\u003cp>Himmelsbach and his research team analyzed transcripts from more than 1,600 fourth- and fifth-grade math lessons in four school districts recorded for research purposes about 15 years ago. They counted how often teachers used more than \u003ca href=\"https://docs.google.com/document/d/1acNLeOvUjW1-29p2K05BNN_Mtx_SfbNf/edit?usp=sharing&ouid=116671581412148583978&rtpof=true&sd=true\">200 common math terms\u003c/a> drawn from elementary math curriculum glossaries.\u003c/p>\n\u003cp>The average teacher used 140 math-related words per lesson. But there was wide variation. The top quarter of the teachers used at least 28 more math terms per lesson than the quarter of the teachers who spoke the fewest math words. Over the course of a school year, that difference amounted to roughly 4,480 additional math terms, meaning that some students were exposed to far richer mathematical language than others, depending on which teacher they happened to have that year.\u003c/p>\n\u003cp>The study linked these differences to student achievement. One hundred teachers were recorded over three years, and in the third year, students were randomly assigned to classrooms. That random assignment allowed the researchers to rule out the possibility that higher performing students were simply being clustered with stronger teachers.\u003c/p>\n\u003cp>The lessons came from districts serving mostly low-income students. About two-thirds of students qualified for free or reduced-price lunch, more than 40 percent were Black, and nearly a quarter were Hispanic — the very populations that tend to struggle the most in math and stand to gain the most from effective instruction.\u003c/p>\n\u003cp>Interestingly, student use of math vocabulary did not appear to matter as much as teacher use. Although the researchers also tracked how often students used math terms in class, they found no clear link between teachers who used more vocabulary and students who spoke more math words themselves. Exposure and comprehension, rather than verbal facility, may be enough to support stronger math performance.\u003c/p>\n\u003cp>The researchers also looked for clues as to why some teachers used more math vocabulary than others. Years of teaching experience made no difference. Nor did the number of math or math pedagogy courses teachers had taken in college. Teachers with stronger mathematical knowledge did tend to use more math terms, but the relationship was modest.\u003c/p>\n\u003cp>Himmelsbach suspects that personal beliefs play an important role. Some teachers, he said, worry that formal math language will confuse students and instead favor more familiar phrasing, such as “put together” instead of addition, or “take away” instead of subtraction. While those colloquial expressions can be helpful, students ultimately need to understand how they correspond to formal mathematical concepts, Himmelsbach said.\u003c/p>\n\u003cp>This study is part of a new wave of education research that uses machine learning and natural language processing — computer techniques that analyze large volumes of text — to peer inside the classroom, which has long remained a black box. With enough recorded lessons, researchers hope not only to identify which teaching practices matter most, but also provide teachers with concrete, data-driven feedback.\u003c/p>\n\u003cp>The researchers did not examine whether teachers used math terms correctly, but they noted that future models could be trained to do just that, offering feedback on accuracy and context, not just frequency.\u003c/p>\n\u003cp>For now, the takeaway is more modest but still meaningful: Students appear to learn more math when their teachers speak the language of math more often.\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 or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-math-vocabulary/\">\u003cem>math vocabulary\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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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"source": "Possible"
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"link": "/radio/program/possible",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
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