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I see these children out with their parents in the market, at recreational sports, games, at high school sports games and out at restaurants,” she said, emphasizing that the school community is small and close-knit. Situated in a rural district in California with nearly 300 students, Maple Elementary faced the concerning reality that nearly a third of their students were becoming chronically absent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">defined as students missing 10% or more of the school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, has long been a concern for educators, but the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says\">\u003cspan style=\"font-weight: 400\">challenges worsened during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stanford economist Tom Dee’s research revealed that chronic absenteeism rates across the country nearly \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.2312249121\">\u003cspan style=\"font-weight: 400\">doubled on average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “People just fell out of the habit of going to school, and the experience of remote instruction may have diminished the perceived value of in-person learning,” he said. “This underscores a widespread failure of students to \u003c/span>\u003ca href=\"https://kqed.org/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school\">\u003cspan style=\"font-weight: 400\">reintegrate into their academic routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they return to schools.” Other research on chronically absent students has shown that they are \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\">\u003cspan style=\"font-weight: 400\">less likely to graduate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\">\u003cspan style=\"font-weight: 400\">more likely to struggle academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Determined not to let students slip through the cracks, Espinoza began to seek solutions. She found a \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/reducing_student_absenteeism.pdf\">\u003cspan style=\"font-weight: 400\">study by Stanford education researcher Carly Robinson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that showed that sending mailers to parents about their child’s attendance could reduce absenteeism. Robinson acknowledged that it may seem like too simple of a solution to an issue that is affecting schools across the nation. “In many cases, schools are already communicating to parents in a variety of different ways,” she said, adding that the mailers helped parents better track missed days and understand the importance of regular attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing that it was a low-cost solution, Espinoza decided to try it out. “I jumped into Canva, and I created two postcards,” she said. One postcard said “We Miss You. We Want You to Come Back to School,” while the other one plainly stated how many days of school the child has missed. Espinoza’s experimentation revealed three insights that are pivotal in addressing absenteeism: Parents aren’t informed about the effect absences have on their child’s education, parents often don’t know how many days of school their child has missed, and schools must be prepared to address the root causes of absences.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64113\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64113\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School office secretary Patricia De Julian (left) and Elvia Morales work at the front desk at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Attendance in early grades matters\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may underestimate the impact of missing a day of school here or there. However, even sporadic absences can hurt learning. Contrary to common belief, chronic absenteeism is not exclusive to middle or high school students; it begins \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63995/kindergartners-are-missing-a-lot-of-school-this-district-has-a-fix\">\u003cspan style=\"font-weight: 400\">as early as kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The biggest predictor of whether a student is going to be chronically absent is their absences from the prior school year,” Robinson said. Absences during the early grades can create a pattern that continues throughout a student’s educational journey, with consequences such as \u003c/span>\u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">\u003cspan style=\"font-weight: 400\">failing to reach crucial third-grade reading benchmarks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is closely linked to future dropout rates.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Espinoza said students who missed school were missing out on other benefits, too. “When a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults,” she said. “The socialization part of school is very rewarding in a young person’s life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address parental misconceptions about attendance, Espinoza shared facts about attendance on Maple Elementary’s social media feeds in addition to sending out mailers. “I put the facts in black and white, and I started to educate my parents on why it matters,” she said. By sharing research on the importance of regular attendance, schools can help parents make sure their children consistently attend class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keeping track of absences is hard\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Robinson’s study, researchers used the mailers to provide \u003c/span>\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003cspan style=\"font-weight: 400\"> with accurate information on their child’s attendance record because parents typically \u003c/span>\u003ca href=\"https://www.attendanceworks.org/parents-really-feel-attendance/#:~:text=Parents%20often%20don't%20know%20how%20many%20days%20their%20children%20miss.&text=only%2030%20percent%20said%20their,what%20we%20consider%20chronic%20absence\">\u003cspan style=\"font-weight: 400\">struggle to keep track of their child’s school absences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Parents often underestimate their own child’s absences by about 50%. Let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school,” Robinson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Espinoza’s district, many parents were unaware of their child’s absenteeism or what constituted chronic absenteeism. “If I call a parent and say your child is chronically absent, they’re going to say, ‘I don’t know what that even means’,” she said. She realized that it was unfair to hold parents accountable for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">what they did not know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Espinoza used the mailers as a proactive means to kindly inform parents, often sending them in the family’s home language. Upon receiving the postcards, some parents reached out to her with surprise and embarrassment. “The postcards are not punitive. They’re not meant to shame. They’re there to say, ‘Hey, we love your kid. Attendance matters. We miss them’,” Espinoza said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students may need additional support\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the mailers, Espinoza saw the number of chronically absent students decrease significantly. She sent 70 postcards in her first batch – covering almost a third of students. The following term, she only needed to send out 20.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While mailers can alert parents to their child’s absences, it’s important to recognize the root causes of absenteeism, too. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/root-causes/\">\u003cspan style=\"font-weight: 400\">Homelessness, health problems and family responsibilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are among the most common reasons for student absenteeism. In many cases, it’s not enough to just tell parents how many days of school their child has missed. When absences continued after parents received mailers, Espinoza followed up with phone calls to parents and conversations with students to learn what was going on. “There were conversations of fear. There were conversations of ‘My child feels like they’re so behind, they don’t want to go back.’ And I had to address those,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Sarah Poettgen leads a reading session for two students at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maple Elementary’s community school model, which prioritizes social services in addition to academics, proved to be instrumental in addressing the factors contributing to student absenteeism. Once Espinoza identified the reasons for a student’s irregular attendance, she could collaborate with school staff to implement targeted interventions and support services. For example, when Ayden, an eighth grader, missed school after his grandfather died, the school provided referrals to mental health services to help him cope with his grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases students feel as if they have fallen behind and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">won’t be able to catch up again\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That was the case for Noel, a third grader who felt behind in his studies after missing several days of school when pandemic restrictions were lifted. Literacy and math coaches provided additional academic support during and after school to help him catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prioritizing collaboration with parents, proactive intervention and holistic support were essential in reducing absenteeism at Maple Elementary. Throughout her attendance campaign, Espinoza recognized a child’s reluctance to attend school \u003c/span>\u003ca href=\"https://childmind.org/article/when-kids-refuse-to-go-to-school/#:~:text=School%20refusal%20usually%20goes%20along,used%20to%20treat%20school%20refusal.\">\u003cspan style=\"font-weight: 400\">could signal deeper issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as anxiety, bullying or academic struggles. “Attendance, if monitored and watched, can help us help children in all other areas of their lives,” she said.\u003c/span>\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=KQINC4691385622&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember perfect attendance awards? They’re used to encourage students to come to school regularly, but there is a growing debate about whether they are outdated. Word on the street is that they basically award students for having good immune systems – or even worse – for coming to school sick! Also one study found that these kinds of incentives \u003c/span>\u003cspan style=\"font-weight: 400\">don’t actually work.\u003c/span>\u003cspan style=\"font-weight: 400\"> In the study, students who received perfect attendance awards essentially realized they were attending more school than their peers and then they felt like they could miss school going forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But the importance of attendance – whether it’s perfect or not – is crucial. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Today’s episode is all about chronic absenteeism. That’s when a child misses 10% or more of the school year. Typically that ends up being around 18 days.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has become a major concern across the country, especially after the pandemic when 93% of households had kids doing distance learning. \u003c/span>\u003cspan style=\"font-weight: 400\">The experience of being remote may have led kids to see less value in in-person schooling. There are several kids who miss so many days of school that they just stop attending.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki Espinoza, was determined to not let any of her students slip through the cracks. As Maple School District’s community school coordinator, it’s her job to communicate with parents and students and make sure the school district is meeting their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The school community community coordinator is so important because we are bridging that gap. We are standing in the middle of the gap and saying, no, we’re on your side. I’m not your child’s teacher. I’m your child’s advocate on this campus, and I’m your advocate. And I want them to love coming to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Maple is located in the Central Valley, an agricultural region in California. Many of the families who live there work on farms or in packing sheds. Niki lives there too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I see these children out with their parents in the market, at recreational sports, games, at high school sports games, um, out at restaurants. \u003c/span>\u003cspan style=\"font-weight: 400\">We’re not urban. We’re in the middle of an orchard. We only have one teacher per grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a TK-8th grade with about 300 students so pretty small.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So just a note here: It’s common for the word “district” to be used to describe a group of schools. But in Maple’s case things are far apart and it’s a rural area. So when we talk about Maple you might hear the word “district” or “school” and we’re talking about the same thing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Covid drove a wedge on a lot of school campuses across the nation, the parents versus the school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was easy for students to stay home when we started to roll back in, because there was a fear attached to COVID.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students at Maple found returning to school challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was kind of tricky coming back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Students like Dallas, an eighth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you have to interact with people and, and then also you’re like, learning online isn’t like learning in school. So whenever you went back to school, it was a way different, like, environment and everything.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel, a third grader, faced a similar situation. His parents were hesitant to send him back to school immediately after it reopened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I was one of the kids, like, took forever to get from, like, virtually to class to, like, here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When Niki noticed students’ attendance starting to lag, she started gathering all the information she could on chronic absenteeism. She did not like what she found.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The absenteeism was hurting our children.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki was not the only educator seeing attendance at her school plummet. Stanford economist Tom Dee has been doing research on the increase in chronic absenteeism across the country.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Literally every state for which we had data available – that was nearly all of them – saw substantial increases in chronic absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> According to Tom, states that kept schools closed for a long time during the 2020-21 school year tended to experience the highest rates of absenteeism later on.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Before the pandemic, that rate of chronic absenteeism was around 14% or so, 15%, and it nearly doubled in the 21-22 school year, which was the year when virtually all our kids returned to in-person instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In California, where Maple is, chronic absenteeism went from 12% before the pandemic to 30% in the years after. Even though we’re getting further away from the pandemic in terms of time, things have not improved for a lot of schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> For many schools, their capacity to address these issues is diminishing, because right now the federal financial support that was available to them during the pandemic is beginning to expire.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">I believe that children excel when they’re on a school campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s Niki again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Niki Espinoza: \u003c/b>I believe they excel academically, but also socially, emotionally and mentally. \u003c/span>\u003cspan style=\"font-weight: 400\">Because when a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults. And the social socialization part of school is very rewarding in a young person’s life and in a child’s life.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki recognized the need for intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If a child doesn’t want to come to school, that’s a red flag for me. Tell me why. Are you nervous? Is somebody hurting your feelings. Are you being bullied? Do you not understand the assignments and are you getting behind and are you scared? Is something happening at home? See if attendance is monitored and watched in Can help us help children in all other areas of their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Luckily, one research paper Niki found provided solutions that she could use immediately. We’ll get into her next steps after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In her quest to find solutions to chronic absenteeism, Niki Espinoza came across a study by a group of researchers, including Carly Robinson. Carly is currently a researcher at Stanford University’s Graduation School of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">In general, I focus on how we can use the various people in children’s lives to improve their outcomes. So, really, how does social support impact students success? Both in terms of their achievement, but also in terms of their well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The research revealed something that many parents might not be aware that consistent attendance in grades K-5 is extremely important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> When people think of a chronically absent student, they think of, you know, students skipping class often, students that are in middle and high school, but in reality, students start being chronically absent as early as kindergarten and we see that students who are absent more in these early grades tend to have much lower academic achievement in third, fourth, fifth grade and, and beyond. And so one really important point is that the biggest predictor of whether a students is going to be chronically absent is their absences from the prior school year. And so these absences just compound.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Something else Carly surfaced in her research is that when parents are asked how many days of school their child has missed, they are usually a little off. Actually they are kind of off by a lot.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">Parents often underestimate absences by about 50%. So, let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s not that the parents are being neglectful. It’s just really hard to keep track of numbers like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s often not presented to them by the school \u003c/span>\u003cspan style=\"font-weight: 400\">until they see it on report cards or at the end of the year. And so you’re not necessarily, you know, motivated to intervene if you don’t think there’s a problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In order to address the fact that parents might not know how much school their kid is missing,\u003c/span>\u003cspan style=\"font-weight: 400\"> Carly and the other researchers designed an intervention that would give parents information that was both timely and accurate.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> And so what we ended up doing was sending a series of mailers with information on how many days of school their child had missed to date, and also link absenteeism with sort of negative outcomes. So highlighting that absences actually can add up to have negative implications for your child’s learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s right. Snail mail turned out to be an effective intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> We did send them in the families home language. T\u003c/span>\u003cspan style=\"font-weight: 400\">he mailers tended to have a pretty consistent effect across different populations of students. T\u003c/span>\u003cspan style=\"font-weight: 400\">hey were quite responsive to when their parents received these mailers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki – the community school coordinator at Maple – read this study and felt energized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I created two postcards. One that says, “We’ve missed you. We want you back at school” and “Your child is actually missed 20 days.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Carly’s study proved accurate. Niki found that parents did not know how many days their kid was absent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If I called a parent, Nimah and said, “Do you know how many days your son has missed?” They will not know. So why are we as schools holding them to accountable, um, information that they don’t know. Why are we holding them accountable? That’s not fair.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They also didn’t know what those absences meant for their child. So she went all in on educating parents by taking her attendance campaign to social media.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I started to push out fliers through Instagram, Facebook, through our remind messaging app, that gets a text message to our parents. Nothing was on it but true attendance facts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">These facts were showing up once a week across all of Maple’s social feeds.\u003c/span> \u003cspan style=\"font-weight: 400\">Facts like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>C\u003cspan style=\"font-weight: 400\">hronic absenteeism is associated with lower academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>S\u003cspan style=\"font-weight: 400\">tudents who are chronically absent in early grades are less likely to reach important learning milestones.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Chronic absenteeism can be a better indicator of whether a student will drop out than test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The postcards are not punitive. They’re not to shame. They’re there to say, “Hey, we love your kid. Attendance matters. We miss them.” In fact it says, “We miss you student. Let me help you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki took a proactive approach by informing parents about their child’s absences before they reached chronic levels. She provided this information under the assumption that parents always want what is best for their child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The number of students who were chronically absent started to decrease almost immediately.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> We started seeing kids come back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Niki’s first batch of mailers she sent over 70 in 2021. That’s nearly a third of students. The following quarter she only needed to send 20.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But Maple’s success isn’t just about sending mailers. Niki and her team adopted a holistic approach by getting to the bottom of what is keeping kids from coming to school. Niki started with talking to parents.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Begin to call and say, “Hey, I miss so-and-so, you know? Or how are they feeling? Or are they coming back?” Are they nervous to come back?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">They were conversations of fear. They were conversations of my child feels like they’re so behind they don’t want to go back. And I had to address those. And I spoke to the teachers and I spoke to my admin, and I said, “Hey, we got to all be on the same page. We got to show these kids that we’re going to help you get caught up. We’re going to be there for you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember the third grader we heard from, Noel? When he returned to school, the thing that he was dreading the most was math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I didn’t know any multiplication at all. Division too. I didn’t know any division. \u003c/span>\u003cspan style=\"font-weight: 400\">I need to catch up on a bunch of stuff!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even though Noel was a bit overwhelmed coming back he felt really supported in getting back on track. Part of the reason for that is he received extra support. Students who need it are taken out of classes to get more focused help.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> If I needed help, they’d come help me, explained it to me and then gave me worksheets catch up on multiple occasions and I just do like extra multiplication to, like, catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel’s concerns were academic,\u003c/span>\u003cspan style=\"font-weight: 400\"> but the primary causes of chronic absenteeism are homelessness, health problems, and family responsibilities.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">In order take on these barriers, Maple uses the community school model.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That means bringing the services and resources families need onto the school campus. The wraparound services Maple has on campus include school psychologists, food pantries and housing services. Local organizations and businesses are a big part of how this small district is able to support students beyond academics. There is only one small hold up for this particular school district…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa: \u003c/b>\u003cspan style=\"font-weight: 400\">Our districts are separated by miles and miles of farmland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is Michael Figueroa. He grew up in the Central Valley and now he’s an education consultant that works with school districts in the region.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> There’s really very few nonprofits, if any, that support our specific region or area.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">So just by nature of where the kids live, they have less access to resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To address this, Michael helped Maple and 5 neighboring rural school districts band together to form a community school consortium. That way they can pool resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">For example the consortium collectively hired a social worker who serves multiple districts at once to save money. By doing this, the social worker gets a full-time salary, which is a good motivator for them. And since the districts in the consortium share the costs, they can afford to pay for a full-time social worker together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> By putting resources together, we’re just trying to get even a fraction of what schools 20 miles, 30 miles down the road just get without any supplemental funding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Being a small school in a rural area come with it’s challenges and opportunities. It sometimes hard to find the services they need, but their tight relationships with students ensure that they can identify students who needs the services it the most. For example, Ayden, an 8th grader who missed several days of school after a devastating loss.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> I missed like a whole week because my great grandpa passed away. This, I think it was like two months ago now. And I just really loved him, so I just, I felt like I didn’t want to go to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>W\u003cspan style=\"font-weight: 400\">e’re here to offer services. We’re here to offer referrals, to get help. We’re here to say we’re here for your family. And that’s really the heart of the matter. That’s how we started looking at it, is let us educate. Let us equip you. No judgments, zero judgments. Tell me what’s going on. Zero judgments. Let’s help your kid.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki’s snail mail campaign coupled with Maple’s community school model has not only reduced chronic absenteeism but it also addressed underlying issues affecting student attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The cherry on top is that Maple also does a great job of making coming to school really appealing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> A community school will not thrive if there isn’t engagement between the parents, guardians, caregivers, and the school. And that is why we work so hard with doing community engagement and having events on campus where we welcome the community on campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They purposefully build community beyond the classroom. Ayden told me that there are fun carnival-like events a few times a year that give students an opportunity to build connections with teachers and other kids who may not be in their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> You’re thinking about school, you’re thinking about staying in the classroom, not doing anything but Maple is a lot different because, like, it’s more outgoing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a very loving school. Like, you know, everyone here, especially me, I’m like friends with like, the littlest kids.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students have a positive touch point with a teacher or staff person every day because they are excitedly greeted by staff each morning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden\u003c/b>\u003cspan style=\"font-weight: 400\">: Maple is a school that you don’t want to miss out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This episode could not have been made with out Julie Boesch, Michael Figueroa, Niki Espinoza, Tom Dee, Carly Robinson, Bryan Easter, Patty De Julian, Nick Aguirre, Christian Brown and staff at Maple School District. Thank you to the students at Maple: Ayden, Nehemiah, Dallas, Noel and Teegan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you’re interested in hearing more about how the community school model supports students, listen to our episode titled “How Community Schools Can Support Teachers and Families.” It features a school that created a homeless shelter on their school grounds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ll have more community schools episodes coming down the pipeline.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng. Carlos Cabrera Lomeli provided additional reporting. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported in part by the generosity of the Stuart Foundation, William and Flora Hewlett Foundation. And members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","status":"publish","parent":0,"modified":1721078346,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":107,"wordCount":4555},"headData":{"title":"How Postcards to Parents Can Help Schools Get Kids Back to Class | KQED","description":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64112","twTitle":"","twDescription":"","twImgId":"mindshift_64112","socialDescription":"Is snail mail the secret to reducing chronic absenteeism? Discover how a research-backed postcard campaign boosted student attendance.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Postcards to Parents Can Help Schools Get Kids Back to Class","datePublished":"2024-07-16T03:00:37-07:00","dateModified":"2024-07-15T14:19:06-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC4691385622.mp3?updated=1721073445","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students didn’t come back to Maple Elementary after COVID-19 restrictions were lifted, Niki Espinoza, the school’s community school coordinator, noticed right away. “I live in the Shafter community, the community that I serve. I see these children out with their parents in the market, at recreational sports, games, at high school sports games and out at restaurants,” she said, emphasizing that the school community is small and close-knit. Situated in a rural district in California with nearly 300 students, Maple Elementary faced the concerning reality that nearly a third of their students were becoming chronically absent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">defined as students missing 10% or more of the school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, has long been a concern for educators, but the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says\">\u003cspan style=\"font-weight: 400\">challenges worsened during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stanford economist Tom Dee’s research revealed that chronic absenteeism rates across the country nearly \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.2312249121\">\u003cspan style=\"font-weight: 400\">doubled on average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “People just fell out of the habit of going to school, and the experience of remote instruction may have diminished the perceived value of in-person learning,” he said. “This underscores a widespread failure of students to \u003c/span>\u003ca href=\"https://kqed.org/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school\">\u003cspan style=\"font-weight: 400\">reintegrate into their academic routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they return to schools.” Other research on chronically absent students has shown that they are \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\">\u003cspan style=\"font-weight: 400\">less likely to graduate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\">\u003cspan style=\"font-weight: 400\">more likely to struggle academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Determined not to let students slip through the cracks, Espinoza began to seek solutions. She found a \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/reducing_student_absenteeism.pdf\">\u003cspan style=\"font-weight: 400\">study by Stanford education researcher Carly Robinson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that showed that sending mailers to parents about their child’s attendance could reduce absenteeism. Robinson acknowledged that it may seem like too simple of a solution to an issue that is affecting schools across the nation. “In many cases, schools are already communicating to parents in a variety of different ways,” she said, adding that the mailers helped parents better track missed days and understand the importance of regular attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing that it was a low-cost solution, Espinoza decided to try it out. “I jumped into Canva, and I created two postcards,” she said. One postcard said “We Miss You. We Want You to Come Back to School,” while the other one plainly stated how many days of school the child has missed. Espinoza’s experimentation revealed three insights that are pivotal in addressing absenteeism: Parents aren’t informed about the effect absences have on their child’s education, parents often don’t know how many days of school their child has missed, and schools must be prepared to address the root causes of absences.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64113\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64113\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-116-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School office secretary Patricia De Julian (left) and Elvia Morales work at the front desk at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Attendance in early grades matters\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may underestimate the impact of missing a day of school here or there. However, even sporadic absences can hurt learning. Contrary to common belief, chronic absenteeism is not exclusive to middle or high school students; it begins \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63995/kindergartners-are-missing-a-lot-of-school-this-district-has-a-fix\">\u003cspan style=\"font-weight: 400\">as early as kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The biggest predictor of whether a student is going to be chronically absent is their absences from the prior school year,” Robinson said. Absences during the early grades can create a pattern that continues throughout a student’s educational journey, with consequences such as \u003c/span>\u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">\u003cspan style=\"font-weight: 400\">failing to reach crucial third-grade reading benchmarks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is closely linked to future dropout rates.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Espinoza said students who missed school were missing out on other benefits, too. “When a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults,” she said. “The socialization part of school is very rewarding in a young person’s life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address parental misconceptions about attendance, Espinoza shared facts about attendance on Maple Elementary’s social media feeds in addition to sending out mailers. “I put the facts in black and white, and I started to educate my parents on why it matters,” she said. By sharing research on the importance of regular attendance, schools can help parents make sure their children consistently attend class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keeping track of absences is hard\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Robinson’s study, researchers used the mailers to provide \u003c/span>\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003cspan style=\"font-weight: 400\"> with accurate information on their child’s attendance record because parents typically \u003c/span>\u003ca href=\"https://www.attendanceworks.org/parents-really-feel-attendance/#:~:text=Parents%20often%20don't%20know%20how%20many%20days%20their%20children%20miss.&text=only%2030%20percent%20said%20their,what%20we%20consider%20chronic%20absence\">\u003cspan style=\"font-weight: 400\">struggle to keep track of their child’s school absences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Parents often underestimate their own child’s absences by about 50%. Let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school,” Robinson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Espinoza’s district, many parents were unaware of their child’s absenteeism or what constituted chronic absenteeism. “If I call a parent and say your child is chronically absent, they’re going to say, ‘I don’t know what that even means’,” she said. She realized that it was unfair to hold parents accountable for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63984/as-chronic-absenteeism-soars-in-schools-most-parents-arent-sure-what-it-is\">\u003cspan style=\"font-weight: 400\">what they did not know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Espinoza used the mailers as a proactive means to kindly inform parents, often sending them in the family’s home language. Upon receiving the postcards, some parents reached out to her with surprise and embarrassment. “The postcards are not punitive. They’re not meant to shame. They’re there to say, ‘Hey, we love your kid. Attendance matters. We miss them’,” Espinoza said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students may need additional support\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the mailers, Espinoza saw the number of chronically absent students decrease significantly. She sent 70 postcards in her first batch – covering almost a third of students. The following term, she only needed to send out 20.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While mailers can alert parents to their child’s absences, it’s important to recognize the root causes of absenteeism, too. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/root-causes/\">\u003cspan style=\"font-weight: 400\">Homelessness, health problems and family responsibilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are among the most common reasons for student absenteeism. In many cases, it’s not enough to just tell parents how many days of school their child has missed. When absences continued after parents received mailers, Espinoza followed up with phone calls to parents and conversations with students to learn what was going on. “There were conversations of fear. There were conversations of ‘My child feels like they’re so behind, they don’t want to go back.’ And I had to address those,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64114\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/240216-ChronicAbsenteeism-55-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Sarah Poettgen leads a reading session for two students at Maple Elementary School in Shafter, Calif., on Feb. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maple Elementary’s community school model, which prioritizes social services in addition to academics, proved to be instrumental in addressing the factors contributing to student absenteeism. Once Espinoza identified the reasons for a student’s irregular attendance, she could collaborate with school staff to implement targeted interventions and support services. For example, when Ayden, an eighth grader, missed school after his grandfather died, the school provided referrals to mental health services to help him cope with his grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases students feel as if they have fallen behind and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">won’t be able to catch up again\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That was the case for Noel, a third grader who felt behind in his studies after missing several days of school when pandemic restrictions were lifted. Literacy and math coaches provided additional academic support during and after school to help him catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prioritizing collaboration with parents, proactive intervention and holistic support were essential in reducing absenteeism at Maple Elementary. Throughout her attendance campaign, Espinoza recognized a child’s reluctance to attend school \u003c/span>\u003ca href=\"https://childmind.org/article/when-kids-refuse-to-go-to-school/#:~:text=School%20refusal%20usually%20goes%20along,used%20to%20treat%20school%20refusal.\">\u003cspan style=\"font-weight: 400\">could signal deeper issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as anxiety, bullying or academic struggles. “Attendance, if monitored and watched, can help us help children in all other areas of their lives,” she said.\u003c/span>\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=KQINC4691385622&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember perfect attendance awards? They’re used to encourage students to come to school regularly, but there is a growing debate about whether they are outdated. Word on the street is that they basically award students for having good immune systems – or even worse – for coming to school sick! Also one study found that these kinds of incentives \u003c/span>\u003cspan style=\"font-weight: 400\">don’t actually work.\u003c/span>\u003cspan style=\"font-weight: 400\"> In the study, students who received perfect attendance awards essentially realized they were attending more school than their peers and then they felt like they could miss school going forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But the importance of attendance – whether it’s perfect or not – is crucial. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Today’s episode is all about chronic absenteeism. That’s when a child misses 10% or more of the school year. Typically that ends up being around 18 days.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has become a major concern across the country, especially after the pandemic when 93% of households had kids doing distance learning. \u003c/span>\u003cspan style=\"font-weight: 400\">The experience of being remote may have led kids to see less value in in-person schooling. There are several kids who miss so many days of school that they just stop attending.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki Espinoza, was determined to not let any of her students slip through the cracks. As Maple School District’s community school coordinator, it’s her job to communicate with parents and students and make sure the school district is meeting their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The school community community coordinator is so important because we are bridging that gap. We are standing in the middle of the gap and saying, no, we’re on your side. I’m not your child’s teacher. I’m your child’s advocate on this campus, and I’m your advocate. And I want them to love coming to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Maple is located in the Central Valley, an agricultural region in California. Many of the families who live there work on farms or in packing sheds. Niki lives there too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I see these children out with their parents in the market, at recreational sports, games, at high school sports games, um, out at restaurants. \u003c/span>\u003cspan style=\"font-weight: 400\">We’re not urban. We’re in the middle of an orchard. We only have one teacher per grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a TK-8th grade with about 300 students so pretty small.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So just a note here: It’s common for the word “district” to be used to describe a group of schools. But in Maple’s case things are far apart and it’s a rural area. So when we talk about Maple you might hear the word “district” or “school” and we’re talking about the same thing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Covid drove a wedge on a lot of school campuses across the nation, the parents versus the school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was easy for students to stay home when we started to roll back in, because there was a fear attached to COVID.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students at Maple found returning to school challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It was kind of tricky coming back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Students like Dallas, an eighth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dallas: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you have to interact with people and, and then also you’re like, learning online isn’t like learning in school. So whenever you went back to school, it was a way different, like, environment and everything.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel, a third grader, faced a similar situation. His parents were hesitant to send him back to school immediately after it reopened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I was one of the kids, like, took forever to get from, like, virtually to class to, like, here.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When Niki noticed students’ attendance starting to lag, she started gathering all the information she could on chronic absenteeism. She did not like what she found.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The absenteeism was hurting our children.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki was not the only educator seeing attendance at her school plummet. Stanford economist Tom Dee has been doing research on the increase in chronic absenteeism across the country.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Literally every state for which we had data available – that was nearly all of them – saw substantial increases in chronic absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> According to Tom, states that kept schools closed for a long time during the 2020-21 school year tended to experience the highest rates of absenteeism later on.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> Before the pandemic, that rate of chronic absenteeism was around 14% or so, 15%, and it nearly doubled in the 21-22 school year, which was the year when virtually all our kids returned to in-person instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In California, where Maple is, chronic absenteeism went from 12% before the pandemic to 30% in the years after. Even though we’re getting further away from the pandemic in terms of time, things have not improved for a lot of schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tom Dee:\u003c/b>\u003cspan style=\"font-weight: 400\"> For many schools, their capacity to address these issues is diminishing, because right now the federal financial support that was available to them during the pandemic is beginning to expire.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">I believe that children excel when they’re on a school campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s Niki again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Niki Espinoza: \u003c/b>I believe they excel academically, but also socially, emotionally and mentally. \u003c/span>\u003cspan style=\"font-weight: 400\">Because when a child is on campus, they’re learning to engage with peers, they’re learning to engage with adults. And the social socialization part of school is very rewarding in a young person’s life and in a child’s life.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki recognized the need for intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If a child doesn’t want to come to school, that’s a red flag for me. Tell me why. Are you nervous? Is somebody hurting your feelings. Are you being bullied? Do you not understand the assignments and are you getting behind and are you scared? Is something happening at home? See if attendance is monitored and watched in Can help us help children in all other areas of their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Luckily, one research paper Niki found provided solutions that she could use immediately. We’ll get into her next steps after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In her quest to find solutions to chronic absenteeism, Niki Espinoza came across a study by a group of researchers, including Carly Robinson. Carly is currently a researcher at Stanford University’s Graduation School of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">In general, I focus on how we can use the various people in children’s lives to improve their outcomes. So, really, how does social support impact students success? Both in terms of their achievement, but also in terms of their well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The research revealed something that many parents might not be aware that consistent attendance in grades K-5 is extremely important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> When people think of a chronically absent student, they think of, you know, students skipping class often, students that are in middle and high school, but in reality, students start being chronically absent as early as kindergarten and we see that students who are absent more in these early grades tend to have much lower academic achievement in third, fourth, fifth grade and, and beyond. And so one really important point is that the biggest predictor of whether a students is going to be chronically absent is their absences from the prior school year. And so these absences just compound.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Something else Carly surfaced in her research is that when parents are asked how many days of school their child has missed, they are usually a little off. Actually they are kind of off by a lot.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson: \u003c/b>\u003cspan style=\"font-weight: 400\">Parents often underestimate absences by about 50%. So, let’s say my child has missed 20 days of school. If you ask me how many days I think my child has missed, I’m saying about ten days of school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s not that the parents are being neglectful. It’s just really hard to keep track of numbers like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s often not presented to them by the school \u003c/span>\u003cspan style=\"font-weight: 400\">until they see it on report cards or at the end of the year. And so you’re not necessarily, you know, motivated to intervene if you don’t think there’s a problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In order to address the fact that parents might not know how much school their kid is missing,\u003c/span>\u003cspan style=\"font-weight: 400\"> Carly and the other researchers designed an intervention that would give parents information that was both timely and accurate.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> And so what we ended up doing was sending a series of mailers with information on how many days of school their child had missed to date, and also link absenteeism with sort of negative outcomes. So highlighting that absences actually can add up to have negative implications for your child’s learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s right. Snail mail turned out to be an effective intervention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carly Robinson:\u003c/b>\u003cspan style=\"font-weight: 400\"> We did send them in the families home language. T\u003c/span>\u003cspan style=\"font-weight: 400\">he mailers tended to have a pretty consistent effect across different populations of students. T\u003c/span>\u003cspan style=\"font-weight: 400\">hey were quite responsive to when their parents received these mailers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Niki – the community school coordinator at Maple – read this study and felt energized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I created two postcards. One that says, “We’ve missed you. We want you back at school” and “Your child is actually missed 20 days.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Carly’s study proved accurate. Niki found that parents did not know how many days their kid was absent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">If I called a parent, Nimah and said, “Do you know how many days your son has missed?” They will not know. So why are we as schools holding them to accountable, um, information that they don’t know. Why are we holding them accountable? That’s not fair.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They also didn’t know what those absences meant for their child. So she went all in on educating parents by taking her attendance campaign to social media.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> I started to push out fliers through Instagram, Facebook, through our remind messaging app, that gets a text message to our parents. Nothing was on it but true attendance facts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">These facts were showing up once a week across all of Maple’s social feeds.\u003c/span> \u003cspan style=\"font-weight: 400\">Facts like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>C\u003cspan style=\"font-weight: 400\">hronic absenteeism is associated with lower academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>S\u003cspan style=\"font-weight: 400\">tudents who are chronically absent in early grades are less likely to reach important learning milestones.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Chronic absenteeism can be a better indicator of whether a student will drop out than test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> The postcards are not punitive. They’re not to shame. They’re there to say, “Hey, we love your kid. Attendance matters. We miss them.” In fact it says, “We miss you student. Let me help you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki took a proactive approach by informing parents about their child’s absences before they reached chronic levels. She provided this information under the assumption that parents always want what is best for their child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The number of students who were chronically absent started to decrease almost immediately.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> We started seeing kids come back to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb> Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Niki’s first batch of mailers she sent over 70 in 2021. That’s nearly a third of students. The following quarter she only needed to send 20.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> But Maple’s success isn’t just about sending mailers. Niki and her team adopted a holistic approach by getting to the bottom of what is keeping kids from coming to school. Niki started with talking to parents.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> Begin to call and say, “Hey, I miss so-and-so, you know? Or how are they feeling? Or are they coming back?” Are they nervous to come back?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>\u003cspan style=\"font-weight: 400\">They were conversations of fear. They were conversations of my child feels like they’re so behind they don’t want to go back. And I had to address those. And I spoke to the teachers and I spoke to my admin, and I said, “Hey, we got to all be on the same page. We got to show these kids that we’re going to help you get caught up. We’re going to be there for you.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Do you remember the third grader we heard from, Noel? When he returned to school, the thing that he was dreading the most was math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> I didn’t know any multiplication at all. Division too. I didn’t know any division. \u003c/span>\u003cspan style=\"font-weight: 400\">I need to catch up on a bunch of stuff!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even though Noel was a bit overwhelmed coming back he felt really supported in getting back on track. Part of the reason for that is he received extra support. Students who need it are taken out of classes to get more focused help.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Noel:\u003c/b>\u003cspan style=\"font-weight: 400\"> If I needed help, they’d come help me, explained it to me and then gave me worksheets catch up on multiple occasions and I just do like extra multiplication to, like, catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Noel’s concerns were academic,\u003c/span>\u003cspan style=\"font-weight: 400\"> but the primary causes of chronic absenteeism are homelessness, health problems, and family responsibilities.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">In order take on these barriers, Maple uses the community school model.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> That means bringing the services and resources families need onto the school campus. The wraparound services Maple has on campus include school psychologists, food pantries and housing services. Local organizations and businesses are a big part of how this small district is able to support students beyond academics. There is only one small hold up for this particular school district…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa: \u003c/b>\u003cspan style=\"font-weight: 400\">Our districts are separated by miles and miles of farmland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is Michael Figueroa. He grew up in the Central Valley and now he’s an education consultant that works with school districts in the region.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> There’s really very few nonprofits, if any, that support our specific region or area.\u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">So just by nature of where the kids live, they have less access to resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To address this, Michael helped Maple and 5 neighboring rural school districts band together to form a community school consortium. That way they can pool resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">For example the consortium collectively hired a social worker who serves multiple districts at once to save money. By doing this, the social worker gets a full-time salary, which is a good motivator for them. And since the districts in the consortium share the costs, they can afford to pay for a full-time social worker together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Michael Figueroa:\u003c/b>\u003cspan style=\"font-weight: 400\"> By putting resources together, we’re just trying to get even a fraction of what schools 20 miles, 30 miles down the road just get without any supplemental funding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Being a small school in a rural area come with it’s challenges and opportunities. It sometimes hard to find the services they need, but their tight relationships with students ensure that they can identify students who needs the services it the most. For example, Ayden, an 8th grader who missed several days of school after a devastating loss.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> I missed like a whole week because my great grandpa passed away. This, I think it was like two months ago now. And I just really loved him, so I just, I felt like I didn’t want to go to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza: \u003c/b>W\u003cspan style=\"font-weight: 400\">e’re here to offer services. We’re here to offer referrals, to get help. We’re here to say we’re here for your family. And that’s really the heart of the matter. That’s how we started looking at it, is let us educate. Let us equip you. No judgments, zero judgments. Tell me what’s going on. Zero judgments. Let’s help your kid.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Niki’s snail mail campaign coupled with Maple’s community school model has not only reduced chronic absenteeism but it also addressed underlying issues affecting student attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The cherry on top is that Maple also does a great job of making coming to school really appealing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Niki Espinoza:\u003c/b>\u003cspan style=\"font-weight: 400\"> A community school will not thrive if there isn’t engagement between the parents, guardians, caregivers, and the school. And that is why we work so hard with doing community engagement and having events on campus where we welcome the community on campus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They purposefully build community beyond the classroom. Ayden told me that there are fun carnival-like events a few times a year that give students an opportunity to build connections with teachers and other kids who may not be in their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> You’re thinking about school, you’re thinking about staying in the classroom, not doing anything but Maple is a lot different because, like, it’s more outgoing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s a very loving school. Like, you know, everyone here, especially me, I’m like friends with like, the littlest kids.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students have a positive touch point with a teacher or staff person every day because they are excitedly greeted by staff each morning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ayden\u003c/b>\u003cspan style=\"font-weight: 400\">: Maple is a school that you don’t want to miss out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> This episode could not have been made with out Julie Boesch, Michael Figueroa, Niki Espinoza, Tom Dee, Carly Robinson, Bryan Easter, Patty De Julian, Nick Aguirre, Christian Brown and staff at Maple School District. Thank you to the students at Maple: Ayden, Nehemiah, Dallas, Noel and Teegan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you’re interested in hearing more about how the community school model supports students, listen to our episode titled “How Community Schools Can Support Teachers and Families.” It features a school that created a homeless shelter on their school grounds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ll have more community schools episodes coming down the pipeline.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng. Carlos Cabrera Lomeli provided additional reporting. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan. MindShift is supported in part by the generosity of the Stuart Foundation, William and Flora Hewlett Foundation. And members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64107/how-postcards-to-parents-can-help-schools-get-kids-back-to-class","authors":["11721"],"categories":["mindshift_21130","mindshift_21848","mindshift_21579"],"tags":["mindshift_21146","mindshift_21343","mindshift_21539","mindshift_20627","mindshift_21030"],"featImg":"mindshift_64112","label":"mindshift"},"mindshift_63241":{"type":"posts","id":"mindshift_63241","meta":{"index":"posts_1716263798","site":"mindshift","id":"63241","score":null,"sort":[1708945251000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1708945251,"format":"audio","title":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills","headTitle":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills | KQED","content":"\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \u003c/span>\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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":4875,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":98},"modified":1713290773,"excerpt":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","socialDescription":"Four meta-analyses conclude that it’s more effective to teach phonemic awareness with letters, not as an oral-only exercise.","title":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Schools Embrace the Science of Reading, Researchers are Criticizing an Overemphasis on Auditory Skills","datePublished":"2024-02-26T03:00:51-08:00","dateModified":"2024-04-16T11:06:13-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","status":"publish","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC3050981118.mp3?updated=1710227310","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/h2>\n\u003cp>Educators around the country have embraced the “science of reading” in their classrooms, but that doesn’t mean there’s a truce in the reading wars. In fact, controversies are emerging about an important but less understood aspect of learning to read: phonemic awareness.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the technical name for showing children how to break down words into their component letter sounds and then fuse the sounds together. In a phonemic awareness lesson, a teacher might ask how many sounds are in the word cat. The answer is three: “k,” “a,” and “t.” Then the class blends the sounds back into the familiar sounding word: from “kuh-aah-tuh” to “kat.” The 26 letters of the English alphabet produce \u003c/span>\u003ca href=\"https://www.readingrockets.org/sites/default/files/migrated/the-44-phonemes-of-english.pdf\">\u003cspan style=\"font-weight: 400\">44 phonemes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include unique sounds made from combinations of letters, such as “ch” and “oo.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased scripted oral phonemic awareness lessons that do not include the visual display of letters. The oral lessons are popular because they are easy to teach and fun for students. And that’s the source of the current debate. Should kids in kindergarten or first grade be spending so much time on sounds without understanding how those sounds correspond to letters? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.tandfonline.com/eprint/AN2XIWFWJ3YZDJ3SIFPZ/full?target=10.1080/10888438.2024.2309386\">\u003cspan style=\"font-weight: 400\">new meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> confirms that the answer is no. In January 2024, five researchers from Texas A&M University published their findings online in the journal Scientific Studies of Reading. They found that struggling readers, ages 4 to 6, no longer benefited after 10.2 hours of auditory instruction in small group or tutoring sessions, but continued to make progress if visual displays of the letters were combined with the sounds. That means that instead of just asking students to repeat sounds, a teacher might hold up cards with the letters C, A and T printed on them as students isolate and blend the sounds.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meta-analyses sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. This newest 2024 synthesis follows three previous meta-analyses on phonemic awareness in the past 25 years. While there are sometimes shortcomings in the underlying studies, the conclusions from all the phonemic meta-analyses appear to be pointing in the same direction. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you teach phonemic awareness, students will learn phonemic awareness,” which isn’t the goal, said \u003c/span>\u003ca href=\"https://understandingreading.home.blog/\">\u003cspan style=\"font-weight: 400\">Tiffany Peltier\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a learning scientist who consults on literacy training for teachers at NWEA, an assessment company. “If you teach blending and segmenting using letters, students are learning to read and spell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Phonemic awareness has a complicated history. In the 1970s, researchers discovered that good readers also had a good \u003c/span>\u003ca href=\"https://www.jstor.org/stable/23769540\">\u003cspan style=\"font-weight: 400\">sense of the sounds that constitute words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This sound awareness helps students map the written alphabet to the sounds, an important step in learning to read and write. Researchers proved that these auditory skills could be taught and early studies showed that they could be taught as a \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748042\">\u003cspan style=\"font-weight: 400\">purely oral exercise without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But science evolved. In 2000, the National Reading Panel outlined the five pillars of evidence-based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. This has come to be known as the science of reading. By then, more studies on phonemic awareness had been conducted and oral lessons alone were not as successful. The reading panel’s meta-analysis of \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf\">\u003cspan style=\"font-weight: 400\">52 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that phonemic awareness instruction was almost twice as effective when letters were presented along with the sounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools ignored the reading panel’s recommendations and chose different approaches that didn’t systematically teach phonics or phonemic awareness. But as the science of reading grew in popularity in the past decade, phonemic awareness lessons also exploded. Teacher training programs in the science of reading emphasized the \u003c/span>\u003cspan style=\"font-weight: 400\">importance of phonemic awareness\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiA_tuuBhAUEiwAvxkgTrb7QXk6Q-sfzjdjbXZ0Slz4rS0CvAY10pE_vHsD2ggQe_OxB4Z-gxoCtAUQAvD_BwE\">\u003cspan style=\"font-weight: 400\">Companies sold phonemic programs to schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and told teachers to teach it every day. Many of these lessons were auditory, including chants and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=UDSGFUhCxjI\">\u003cspan style=\"font-weight: 400\">songs without letters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers worried that educators were overemphasizing auditory training. A 2021 article, “\u003c/span>\u003ca href=\"https://osf.io/preprints/psyarxiv/ajxbv\">\u003cspan style=\"font-weight: 400\">They Say You Can Do Phonemic Awareness Instruction ‘In the Dark’, But Should You?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by nine prominent reading researchers criticized how phonemic awareness was being taught in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twenty years after the reading panel’s report, a \u003c/span>\u003ca href=\"https://pubs.asha.org/doi/10.1044/2022_LSHSS-21-00160\">\u003cspan style=\"font-weight: 400\">second meta-analysis came out in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with even fresher studies but arrived at the same conclusion. Researchers from Baylor University analyzed over 130 studies and found twice the benefits for phonemic awareness when it was taught with letters. A \u003c/span>\u003ca href=\"https://www.triplesr.org/sites/default/files/uploads/draft_program_6-18-2022.pdf\">\u003cspan style=\"font-weight: 400\">third meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was presented at a poster session of the 2022 annual meeting of the Society for the Scientific Study of Reading. It also found that instruction was more effective when sounds and letters were combined.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the surface, adding letters to sounds might seem identical to teaching phonics. But some reading experts say phonemic awareness with letters still emphasizes the auditory skills of segmenting words into sounds and blending the sounds together. The visual display of the letter is almost like a subliminal teaching of phonics without explicitly saying, “This alphabetic symbol ‘a’ makes the sound ‘ah’.” Others explain that there isn’t a bright line between phonemic awareness and phonics and they can be taught in tandem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors of the latest 2024 meta-analysis had hoped to give teachers more guidance on how much classroom time to invest on phonemic awareness. But unfortunately, the classroom studies they found didn’t keep track of the minutes. The researchers were left with only 16 high-quality studies, all of which were interventions with struggling students. These were small group or individual tutoring sessions on top of whatever phonemic awareness lessons children may also have been receiving in their regular classrooms, which was not documented. So it’s impossible to say from this meta-analysis exactly how much sound training students need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lead author of the 2024 meta-analysis, Florina Erbeli, an education psychologist at Texas A&M, said that the 10.2 hours number in her paper isn’t a “magic number.” It’s just an average of the results of the 16 studies that met her criteria for being included in the meta-analysis. The right amount of phonemic awareness might be more or less, depending on the child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Erbeli said the bigger point for teachers to understand is that there are diminishing returns to auditory-only instruction and that students learn much more when auditory skills are combined with visible letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I corresponded with Heggerty, the market leader in phonemic awareness lessons, which says its programs are in 70% of U.S. school districts. The company acknowledged that the science of reading has evolved, and that’s why it revised its phonemic awareness program in 2022 to incorporate letters and introduced a new program in 2023 to pair it with phonics. The company says it is working with outside researchers to keep improving the instructional materials it sells to schools. Because many schools cannot afford to buy a new instructional program, Heggerty says it also explains how teachers can modify older auditory lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company still recommends that teachers spend eight to 12 minutes a day on phonemic awareness through the end of first grade. This recommendation contrasts with the advice of many reading researchers who say the average kid doesn’t need this much. Many researchers say that phonemic awareness continues to develop automatically as the child’s reading skills improve without advanced auditory training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NWEA literacy consultant Peltier, whom I quoted earlier, suggests that phonemic awareness can be tapered off by the fall of first grade. More phonemic awareness isn’t necessarily harmful, but there’s only so much instructional time in the day. She thinks that precious minutes currently devoted to oral phonemic awareness could be better spent on phonics, building vocabulary and content knowledge through reading books aloud, classroom discussions and writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another developer of a \u003c/span>\u003ca href=\"https://www.equippedforreadingsuccess.com/\">\u003cspan style=\"font-weight: 400\">phonemic awareness program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aimed at older, struggling readers is David Kilpatrick, professor emeritus at the State University of New York at Cortland. He told me that five minutes a day might be enough for the average student in a classroom, but some struggling students need a lot more. Kilpatrick disagrees with the conclusions of the meta-analyses because they lump different types of students together. He says severely dyslexic students need more auditory training. He explained that extra time is needed for advanced auditory work that helps these students build long-term memories, he said, and the meta-analyses didn’t measure that outcome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reading expert, Susan Brady, professor emerita at the University of Rhode Island, concurs that some of the more advanced manipulations can help some students. Moving a sound in and out of a word can heighten awareness of a consonant cluster, such as taking the “l” out of the word “plant” to get “pant,” and then inserting it back in again.* But she says this kind of sound substitution should only be done with visible letters. Doing all the sound manipulations in your head is too taxing for young children, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady’s concern is the misunderstanding that teachers need to teach all the phonemes before moving on to phonics. It’s not a precursor or a prerequisite to reading and writing, she says. Instead, sound training should be taught at the same time as new groups of letters are introduced. “The letters reinforce the phoneme awareness and the phoneme awareness reinforces the letters,” said Brady, speaking at a 2022 teacher training session. She said that researchers and teacher trainers need to help educators shift to integrating letters into their early reading instruction. “It’s going to take a while to penetrate the belief system that’s out there,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I once thought that the reading wars were about whether to teach phonics. But there are fierce debates even among those who support a phonics-heavy science of reading. I’ve come to understand that the research hasn’t yet answered all our questions about the best way to teach all the steps. Schools might be over-teaching phonemic awareness. And children with dyslexia might need more than other children. More importantly, the science of reading is the same as any other scientific inquiry. Every new answer may also raise new questions as we get closer to the truth. \u003c/span>\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=KQINC3050981118&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-controversies-within-the-science-of-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">phonemic awareness\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cem>*Clarification: An earlier version of this story suggested a different example of removing the “r” sound from “first,” but “r” is not an independent phoneme in this word. So a teacher would be unlikely to ask a student to do this particular sound manipulation.\u003c/em>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift where we explore the future of learning and how we raise our kids. I’m Ki Sung.\u003c/p>\n\u003cp>Today we’re going to talk about a really important skill that’s at the root of learning how to read, phonemic awareness. How it’s taught in schools is hotly debated and reading is something too many students and adults still struggle with.\u003c/p>\n\u003cp>Our guest is education journalist Jill Barshay of the Hechinger Report. She has a weekly column about education research called “Proof Points.” She’s here to discuss her latest piece about phonemic awareness. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay I’m so glad you’re here.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> It’s a pleasure to be here.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Your article about phonemic awareness is the most viewed on MindShift right now.\u003c/p>\n\u003cp>So clearly, there’s a lot of interest in this topic.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Really?! [laughs]\u003cbr>\n\u003cstrong>\u003cbr>\nKi Sung:\u003c/strong> I mean, literally tens of thousands of people are reading about phonemic awareness right now.\u003c/p>\n\u003cp>I’d like to start by asking you to establish a glossary of terms related to learning how to read. Three terms I’d like for you to explain very simply are phonics, phonemes and phonemic awareness. And on phonemes, can you also spell the word out for us?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Sure, phone name, phoneme phoneme.\u003cbr>\nSo it’s sort of like the word phone with em at the end.\u003cbr>\nAnd what that is, I had a hard time grasping it for many years. It’s sort of sound awareness that you understand the sounds that words are made up of. So, for example, in the word cat, there are three phonemes and they are Cuh, aa, tuh. Phonics is about the letters that we see and what sounds they make. So when you see the circle shape that you know, that’s an O and that it makes the o sound like, as in pot.\u003c/p>\n\u003cp>Now, phonemic awareness is this awareness that words are made up of sounds. So just like I did cat before, that would be a segmenting or isolating skill cuh, aa , tuh. And then another phonemic awareness skill would be blending them back together, going from cuh aa, tuh to cat.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> There are also some other fancy schmancy phonemic awareness skills, but maybe we’ll talk about those later.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I appreciate how you said it took you some time to understand these because it took me some time to understand this too because it is so complex.And maybe that speaks to the fact that there are more phonemes than there are letters in the alphabet. And that makes learning how to teach kids how to read all the more challenging.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right, I just learned in reporting this story that while there are 26 letters to the English alphabet, there are 44 phonemes.\u003c/p>\n\u003cp>So every letter has a sound like, R is err, but IR is its own phoneme and CH makes the chuh sound that’s a phone name, OO, oooh, that’s a phoneme.\u003c/p>\n\u003cp>And so yes, there’s more.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So, what did you learn about how phonemic awareness is being taught in schools, especially for kids, age 4 to 6?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I had become aware from a bunch of reading researchers and also reading advocates that schools were embracing phonemic awareness lessons with the whole rise of the science of reading. And they’re spending many, many minutes in kindergarten and first grade, especially, with all kinds of oral exercises. There are songs that they can do to segment and blend the sounds. And there was a concern that maybe schools are going a little bit overboard with phonemic awareness. Maybe students don’t need so much.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Can you explain what educators’ understanding of phonemic awareness was? Was it just auditory or was it also how it connects to the visual experience of reading?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> My understanding is that many teachers were trained that there are two separate things to teach kids. One is phonemic awareness and another thing is phonics and in many teacher training sessions, they were saying this is auditory, an oral only skill and you don’t need letters to teach it.\u003c/p>\n\u003cp>And one of the leading vendors of phonemic awareness lessons was encouraging teachers to teach it as an auditory only lesson. And the instructional materials were largely auditory until very recently.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what problem does that introduce when it’s just auditory?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> In my research, I learned that when phonemic awareness was first being talked about by education or reading experts, they first thought that it could be taught as an oral only exercise.\u003c/p>\n\u003cp>And so there were experiments in the 1970’s showing that students who were explicitly taught phonemic awareness became better readers just through these kind of songs and chants.\u003c/p>\n\u003cp>But then more and more researchers started to do studies in it. And by 2000, one of the first meta analysis, this is a kind of study where you sweep up lots of studies together and you use statistics to say where the evidence lies, Already over 20 years ago, they said it was much more effective if you combine these phonemic awareness exercises like Cuh aah tuh Cat, with visible displays of the letters.\u003c/p>\n\u003cp>So like a teacher could hold up a card or write it on the chalkboard and then the students would see the letters as they say the sounds and become aware of the sounds in their brains.\u003c/p>\n\u003cp>But what was funny was how even as this research was building and building, many schools weren’t teaching much phonemic awareness at all or phonics, phonics again, is putting the sounds to the visible letters.\u003c/p>\n\u003cp>And many, many schools around the country were ignoring this and using different methods to teach reading, things that you may have heard of like balanced literacy or the reader’s workshop, reading recovery. And those were methods that didn’t emphasize phonemic awareness or phonics.\u003c/p>\n\u003cp>Then more recently, like in the last five years, the science of reading has really gained traction around the country and schools have been really embracing phonemic awareness and that’s where the concern came, that maybe they’re doing too much of it without the letters while all this research is showing, dating back to the year 2000, that if you do phonemic awareness with the letters, it’s much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what was the connection you found or maybe the advice around how much time to spend on phonemic awareness?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, that was the study that really caught my attention. Just earlier this year, a group of researchers from Texas A&M University, they were really trying to like nail down the dosage.\u003cbr>\nLike how many minutes of this stuff do the kids really need? Is it two? Is it five, is it 10?\u003c/p>\n\u003cp>And they collected all the studies that they could find that measured the minutes and they were so frustrated because none of the classroom studies documented the minutes well. And instead they were just left with 16 studies that looked at the amount of time that struggling kids were spending on phonemic awareness in extra sessions.\u003c/p>\n\u003cp>So these might be like a special small group session for a child who’s at risk of dyslexia or a 1 to 1 tutoring session and there they measured the minutes and what they noticed was after 10 hours, phonemic awareness, the auditory only phonemic awareness topped out. Kids weren’t benefiting at all anymore after 10 hours of it.\u003c/p>\n\u003cp>But if the tutors or the small group teachers, if they combined it with letters, the kids kept getting better and better and better. And so it showed the researchers that if you combine phonemic awareness with the display of the letters, it’s so much more effective.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> So it sounds like just the auditory lessons for this sample, 10 hours was fine, though like even just settling on that number is questionable because of the data the researchers have to work with.\u003cbr>\nOverall, the takeaway is connect the sound with the visual letters.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Right. What they found is phonemic awareness, oral only can be effective in say a small dose or a medium dose of it, 10 hours, right? But if you want to keep children learning and if you want them to keep improving, that it needs to be connected with the letters after a certain amount of time.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You’ve explained a lot about phonemic awareness and we’ve talked about 4 to 6 year olds. But what, I guess there are also advanced phonemic awareness techniques that we should also be aware of.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> This is where I thought I had went really deep down the rabbit hole. I couldn’t believe advanced phonemic awareness.\u003c/p>\n\u003cp>So in addition to the segmenting cuh aa tuh and blending cat that I discussed before, there are all these other manipulations like you could subtract a sound.\u003c/p>\n\u003cp>So instead of plant, you get pant and then you can add a sound. Let’s say you can add L back into pant and make it plant. Then there are substitutions. So you can take mat and, and substitute the M with a P and make it pat. And can you imagine doing all these in your head? They’re really hard. And so it, it actually takes many…That’s one of the reasons that so much class time is being spent on these advanced phonemic awareness skills.\u003c/p>\n\u003cp>And what the research literature shows is that the two very simple ones of segmenting and blending, they give you the biggest benefits and some experts say just focus on those and just do them as a quick warm up exercise.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> But there are other people, particularly experts in helping children with dyslexia that say no, these really, these advanced phonemic awareness skills can be really helpful in building long term memories.\u003c/p>\n\u003cp>And others have said to me, you know, it can really heighten awareness of a consonant cluster like the difference between Puh and Pula. But they say really these are very complicated exercises, they should only be done with letters, not as oral, only exercises and probably best for struggling students in you know, maybe a pull out session or a tutoring session.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I hear a lot about the term phonological awareness. I know we’re adding a lot of we’re adding another term to our glossary list. But can you explain what phonological awareness is and its role in learning how to read?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I was really confused about this. And I personally used to use phonological awareness and phonemic awareness interchangeably. And in researching this story, I learned that they’re separate and that phonemic awareness is really the important ingredient in learning to read. And that this phonological awareness is not as important.\u003c/p>\n\u003cp>Phonological awareness is a much broader category that includes not just the sounds that letters and clusters of letters make, but also syllables like pantry that you would clap [claps] pan-try 1, 2 or rhymes like flight, night, sight.\u003c/p>\n\u003cp>And there are probably zillions, more of these various sound exercises that are really disconnected from the letters and the sounds that they make. And the researchers are very concerned that teachers who have embraced the science of reading have been told to do too much of these broader phonological awareness exercises that are, you know, great for a poetry unit but not essential building blocks to read.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> I want to ask you about curriculum because at the root of a lot of these issues, you know, you can maybe even call them mistakes, is curriculum. And ultimately teachers have to go along with the curriculum, the district purchases and sometimes it’s not up to date or not correct or not caught up with the latest research. So what can teachers do when they come across curriculum that goes against what they know works with students?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I am not an expert in teaching and I don’t feel like my role is to give advice.\u003c/p>\n\u003cp>But what I can say is that the leading purveyor of phonemic awareness lessons and curriculum, if you, you can call it, it’s called Haggerty and they themselves responded to the science and in 2022 they added letters to their phonemic awareness lessons. And then in 2023 they added a a phonics approach to show how to combine phonemic awareness and phonics together in the classroom.\u003c/p>\n\u003cp>There, there’s a misunderstanding, that a lot of teachers have, that you need to teach phonemic awareness first and students need to master it first before you move on to phonics. And the reading researchers, I talked to say, no, you kind of do them in tandem, like you can have a group of letters and simultaneously be teaching the phonemic awareness with them and the phonics with them and then move on to another group of letters. And you just, you keep teaching both together.\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> And so I was impressed that this leading seller of phonemic awareness programs has, has moved on and is now combining it with letters and also with phonics and it says for, it knows that many teachers in many schools cannot afford to buy brand new lesson plans and curriculum. And it says that it offers ideas on how teachers can modify their old books and their old printed lessons, and to do things better.\u003c/p>\n\u003cp>I don’t know if that’s a good answer.I mean, it’s probably hard to do these modifications on the fly. And as a journalist from the outside it seems like if, like, when a company says our products not working well and they recall it and they, they put out a new product, they should probably, like, just give you the new product, I’m thinking.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And what have you heard from people, you know, especially on social media or maybe they’re reaching out to you by email, like what have people been telling you about your reporting?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> I’ve seen two reactions to it. One is people are grateful that the science of reading isn’t a cult and that just because someone says you need a lot of phonemic awareness in order to do the science of reading, right, that isn’t necessarily correct. You have to look at what the studies actually say and also the science evolved. So we, we have more meta analysis now, more syntheses of the research confirming that auditory alone is not as effective today. Whereas in the seventies, it seemed like it was the best way to do it.\u003c/p>\n\u003cp>And we, I think people who are you know, hold up signs, science of reading, science of reading need to understand that the science of reading, like any science evolves.\u003c/p>\n\u003cp>The other reaction I’ve seen are for people who have been critics of the science of reading and say, “see the, the researchers are arguing. Who knows what’s right? This shows we should go back to something called balanced literacy.”\u003cbr>\nAnd so I’ve also, I’ve also seen people taking this as ammunition that,, the whole science of reading is perhaps misguided.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And where’s the truth?\u003c/p>\n\u003cp>\u003cstrong>Jill Barshay:\u003c/strong> Well, I think I tried to just express that, that science evolves. I mean, it, it, I think about it like, oh, masking and COVID, remember how first when COVID broke out, the federal authorities were saying, “well, you don’t need to wear masks. It’s not so important.”\u003c/p>\n\u003cp>And then later, more studies came out and said, you know what, “we should really wear masks,” and I think we need to be comfortable with science evolving.\u003c/p>\n\u003cp>And so so maybe there was a time almost 50 years ago that oral only phonemic awareness was the way to go. And now we have a ton of confirmation that we need to combine it with letters and there are still questions out there. We still don’t know the exact right dosage in the classroom for example.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill, thank you for taking the time to talk through this complex issue.\u003c/p>\n\u003cp>Well, thanks for talking this through. It’s a complicated area and I appreciate another chance to talk about it.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Jill Barshay is a journalist with the Hechinger report. She has a weekly column about education research called Proof Points. Her latest piece is about phonemic awareness research. We’ll bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> The MindShift team includes me, Ki Sung, Nimah Gobir, Kara Newhouse, Marlena Jackson-Retondo and Jennifer Ng.\u003c/p>\n\u003cp>Our editor is Chris Hambrick, Chris Hoff is our sound designer.\u003c/p>\n\u003cp>Additional support from Jen Chien and Katie Sprenger, Cesar Saldaña and Holly Kernan.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>Thanks for listening.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63241/as-schools-embrace-the-science-of-reading-researchers-are-criticizing-an-overemphasis-on-auditory-skills","authors":["byline_mindshift_63241"],"categories":["mindshift_21504","mindshift_21130","mindshift_193"],"tags":["mindshift_397","mindshift_444","mindshift_21132","mindshift_21335","mindshift_550","mindshift_21616"],"featImg":"mindshift_63242","label":"mindshift"},"mindshift_63160":{"type":"posts","id":"mindshift_63160","meta":{"index":"posts_1716263798","site":"mindshift","id":"63160","score":null,"sort":[1707895295000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1707895295,"format":"audio","title":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them","headTitle":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them | KQED","content":"\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>.\u003c/p>\n\u003cp>Teachers are tasked with making countless decisions every day, and some of those decisions happen quickly because they are rooted in bias. While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\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=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":3930,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":32},"modified":1713291222,"excerpt":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Bias is all around us. But when educators and students can identify and think critically about that bias, learning can flourish from newfound truths. ","title":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Cognitive Biases that Shape Classroom Interactions – And How to Overcome Them","datePublished":"2024-02-13T23:21:35-08:00","dateModified":"2024-04-16T11:13:42-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","status":"publish","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6360082356.mp3?updated=1707786862","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript\u003c/a>.\u003c/p>\n\u003cp>Teachers are tasked with making countless decisions every day, and some of those decisions happen quickly because they are rooted in bias. While bias is everywhere, the impact can be especially negative on students and how they are perceived and treated as learners.\u003c/p>\n\u003cp>Former high school English teacher Tricia Ebarvia wrote the book “\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Get Free: \u003c/a>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>” as a way to help educators and students think about five biases that are pervasive in the classroom. Her hope is that when people can see their own biases, they can see the world more clearly and feel enabled to be develop the skills they need to thrive.\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=KQINC6360082356&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to the MindShift Podcast, where we explore the future of learning and how we raise our kids. I’m Ki Sung. Educator \u003ca href=\"https://triciaebarvia.org/about/\">Tricia Ebarvia\u003c/a> has been at the intersection of English instruction and identity, both for educators and students. She advocates for a more complete way of seeing ourselves, one another and curricula. She’s a co-founder of\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\"> #DisruptTexts\u003c/a> and just published a book titled\u003ca href=\"https://us.corwin.com/books/get-free-285820\"> Get Free Anti-bias Literacy Instruction for Stronger Readers, Writers, and Thinkers\u003c/a>. She’s on our podcast today to unpack bias, which is all around us, and to share tips on how teachers can enable students to improve their reading and writing skills. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://us.corwin.com/books/get-free-285820\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63163\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover.jpeg 395w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Get-Free-Cover-160x227.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Ki Sung:\u003c/strong> Tricia Ebarvia, welcome to MindShift.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you. Thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’re a director of diversity, equity and inclusion at a K-8 school. Tricia, you also spent 20 years teaching high school English. Tell us what motivated you to write your book \u003cem>Get Free\u003c/em>?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Well, the short answer to that is my students, right? I think that my work in the classroom especially, was what motivated me to, write this book for other educators.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And when you say for your students, what were you seeing?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> I think about different stages in my own teaching life. I think about the early career teacher who was Tricia in, you know, more than 20 years ago. And I think about the way I showed up in the classroom for my students then, versus how I start to show up in the classroom as I became a more experienced teacher. And so I thought about the ways in which my students have really shaped me. And, you know, even though I may have the title of teacher in the classroom, I mean, I learn just as much, from them every single day. And so when I think about writing this book for my students, I think about all the students that other teachers also have and how they might benefit from having their teachers do some of the work that I suggest and get free, to do the kind of self-reflective anti-bias instructional practices that I think my early career. Tricia, you know, teacher days could have really benefited from. So I think I’m just trying to help students presently in classrooms and in the future, whether they’re in my specific classroom or not, have a different kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> You probably get this a lot, Tricia. Whenever we broach the topic of bias, it’s a common response for anyone to get defensive. Can you explain to us, what is bias?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Yeah. So bias is something that I would teach in my classroom, actually. And I would sort of define it really from more of a sort of the cognitive science viewpoint, which is to say that we all have biases. They are neither good nor bad. They’re like mental shortcuts that we have. So, you know, when you think about, you know, I’m sitting here right now speaking with you, and there are lots of different stimuli that are coming at me. Right. I can think about the way in which, like, I’m sitting in the seats. I can think about the the air in the room. I can think about the noises down the hallway. All these different things are coming at me at once. And what our brain needs to do is to sort of focus. And we have these biases, these sort of like mental shortcuts that help us to understand what is what we need to focus on in the particular moment. And that’s what our brain likes to do. It takes a shortcut to get there. Now, sometimes these biases can lead us to faulty conclusions, but other times it can also be things that, you know, save our lives, right? I mean, I don’t need to stop and do slow thinking when it comes to seeing like a, you know, like a large animal approaching me. Right? Like that. I know immediately my instinct takes over. But when we think about all the different decisions that educators make at any given time and during the day, I think researchers heads anywhere. I’ve seen everything cited from like a few hundred to even like a thousand decisions in a day. We don’t stop to think about them. You know, we don’t carefully weigh every single one, and we don’t let all the different stimuli, like, affect us. We we, you know, we have to rely on a mental shortcut. And I think that, when we think about bias, we have to think about the ways in which those biases are impacting us and informing our decision making, sometimes in potentially harmful ways.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And in the first chapter of your book, you outlined five biases that educators in particular are engaging in. Can you describe those?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> One bias is the curse of knowledge. And this bias basically is that, you know, the more that we we’re sort of coerced by knowledge in the sense that once I learn how to do a specific skill or acquire a specific set of knowledge, we start to sort of lose the ability to appreciate what it is like to learn that skill or acquire that knowledge for the first time. So the example that I gave in the book is that, you know, when I was first teaching, I thought my students were absolutely brilliant and they absolutely were too. I mean, I was the first time I was teaching any of the books that I had taught that first my, you know, back in the early 2000. And every idea that they offered me was I just thought was absolutely brilliant because I had never heard them before. And as many English teachers know, you often, teach the same books over and over and over again. And what happens over the years is that you, as the educator, acquire knowledge. From your students and from your own work. You know, when you read a book, you know however many times and discuss it like five times a day? With students, you realize that in some ways, there’s only so much that can be said about a Booker. But over the years, the ideas that students were sharing in class, their interpretations, it became more rare for these interpretations to be or from my perspective, to seem new, really, because I had sort of heard everything before. And so, this curse of knowledge actually made it sort of in some ways harder for me to appreciate the ways in which my kids were bringing what was, for them, new knowledge and really original knowledge. And instead I was looking at it more from, you know, well, of course they would know that. Right. So that’s one, you know, simple thing, but I think is something that, changes the way that we interact with kids. So one of the things that I did is, I would always find opportunities to read something, new with students to put myself in a learning stance with them. So I wasn’t always relying on all the knowledge I had acquired over years, and sort of unfairly judging them on what they weren’t bringing to a text.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, I want to acknowledge for our listeners that recess is obviously in session. Good to hear that you’re a real life educator. Now let’s get back to the second bias you unpack in your book, Nostalgia Bias.\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> If you’ve been a classroom teacher for any number of years, you I’m sure you have heard seasoned teachers in a, department room say things like, well, kids these days or, you know, kids used to be able to do X, Y, or Z. But unfortunately, you know, those that kind of thinking and that kind of, you know, judgment on kids isn’t really isn’t really healthy. It’s based on this idea that kids were somehow better in the past. And I think this can be especially hard or problematic when we think about the ways in which our student population is changing all around the country. If we have sort of these rosy colored glasses about what kids used to be able to do and unfairly start judging the kids in front of us, especially kids who may be coming, you know, if your classroom is become more diverse and you have a view of what kids used to be able to do before and and now you’re looking at kids and you’re thinking, oh, well, you know, they don’t have all the same skills, or now they’re always on their phones, or now they’re doing this and that. You know, that’s a bias that we also need to be aware of. Because the truth is, there are some things about kids that have just always remain the same. My kids are kids at the end of the day. So the nostalgia bias and when I unpack how that can get in our way, another bias that I talk about in the first chapter is the anchoring bias. And the anchoring bias is really interesting. In fact, it’s this bias that, happens when we are anchored to the initial information we receive about something. So the anchoring bias, when I think about it in schools, I think about the beginning of the school year and how at the beginning of the school year, we might be anchored to information about a student or students or groups of students, that then disproportionately affect or inform the way we see those students from as the year goes on. One clear example of this is, you know, like, I used to do this thing where we would go around and share, class list with previous with teachers who had taught this class the year before, and teachers would look at the list and we’d have all sorts of reactions like, oh, watch out for this kid or this student does X, Y, or Z, or this one’s really great, right? They we give feedback of to something that we very we were being helpful to our colleagues. And after, you know, it didn’t take long for me to start to realize that, you know, this information more often than not did more harm than good, because I would start to question in what ways this information, especially if it was negative information, unfairly inform the way I might be treating students or thinking about students. And I think that’s really hard. I think kids, especially at the beginning of the school year, we all deserve a chance to sort of start anew and have second, third, fourth, fifth, sixth chances and to have that kind of feedback, especially if it’s negative, follow kids around and potentially anchor to future teachers experiences of them to that particular like view. I think it’s just unfair.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay, Tricia, you’ve covered three biases. What’s another bias you’ve seen in classrooms that if address can help students learn?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Another one of course, is in-group bias, which, you know, again, this this is none of these things are like necessarily groundbreaking. But when you start to think about the ways in which they might just be impacting our relationships with kids, it can be negative. So in-group bias just occurs when we show preference for those who are similar to us. Period. Right. It’s very natural to do like I. Have to admit, like I have a bias or I had a bias for many years in my teaching for kids who were very similar to who I was when I was a student, and so I was very quiet as a student. You know, I would be horrified if if a teacher called on me without, you know, without me raising my hand. So I have, you know, I have a sort of special place when I look in my classroom for the kids who might also be sensitive to that. So you might have favoritism towards or give the benefit of the doubt to kids who are more similar to you. And I think it’s important for teachers to sort of keep track of that range, to do that self-reflective work around, like, what are my identities, what makes me who I am, what are my relationships like with kids in the class is, you know, I might get along with certain kids or I might treat certain students favorably or unfavorably, depending on, I might say that it’s because of their work or the way they’re showing up. But let me actually think for a moment and step back and say, well, is there something else that could be potentially driving this? And one question that I ask in that chapter is, you know, when we think about the kids, maybe that we don’t have as strong of a relationship to, to what extent might that be? Because they are the ones who are also least like us, right? Or kids who are considered quote unquote troublemakers in school. You know, to what extent are those kids who are least like the ideal student in class?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Tricia, you’ve talked about four biases. Let’s review them real quick. The bias of knowledge, nostalgia bias, the anchoring bias and ingroup bias. What’s the last bias you write about in your book?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> The last bias that I discussed in chapter one is the just world hypothesis, which I think is one that, you know, the term I don’t think people might. People might not be as familiar with, but it’s basically this idea that, you know, we believe that the world is an inherently just place, that what goes around comes around. Right? Like, if I do this, then I get that if I work hard, then I will get good grades. That’s the sort of very oversimplified equation of the just world hypothesis that you get what you deserve. And I just think about how so much of our school system is built around this idea, like meritocracy, right? This idea that, like you, you get what you deserve. And therefore if you do well, then good things will happen to you. But then the other side of that is that if you’re not doing well, then somehow you deserved that rain. And I think too often we might, ignore or overlook the ways in which people, circumstances and different systems of oppression or unfairness and barriers might actually get in the way. So that bias is something that I, I really try to unpack a bit in the first chapter to have teachers really sort of think about that, because once you know about that bias, you start hearing teachers, you start hearing the assumption of that bias in the conversations we tend to have with kids.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Knowing these five biases that you unpacked. How does that connect to helping students become stronger readers, writers, and thinkers? Can you make that connection?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Sure. So I think the longer that I taught and the longer that I teach, the more I realize that without having a strong anti-bias lens, like it’s really hard to be a critical thinker, right? Because when we think about being a strong reader, writer or thinker, I mean, we think about how we absorb a text, how we read and respond to different texts. And that text can be, you know, the book where the reading in class, it could be a video that we’re watching. It could even be outside of school. And I’m just watching television, or I’m watching the news, or I’m scrolling my social media feeds, and we all have responses and reactions in the moment. And I think it’s important for kids to be able to stop and reflect for a moment and think, okay, where is that response coming from? Like, if I see something and it makes me very upset, if I see something that I profoundly disagree with, I might say, okay, well, this is because I have these values. This is because I have this evidence. This is because x, y, or z. But I think it’s important to take a step back and say, how have I been socialized to have this reaction? Because biases at the end of the day are also things that we’ve been socialized to, embody.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> One thing I hear from anyone pushing for liberation or anti-bias is to reframe the narrative, you know, and the tools you’re talking about for students, sounds like also helps with this reframing of the narrative. That so much of what students are taught are about, you know, the worst things that can happen to people, especially if they’re not white. And I think for teens in particular, you know, who are emotional and developing, there’s this tendency to catastrophize, you know, to kind of dwell on those worst things. And, you know, with this mental health crisis that. Is pretty widespread in this country. You know, and all the media that we consume that has a lot of those worse things. How does thinking beyond the worst thing help students reframe and possibly get a more accurate, hopeful version of themselves?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia\u003c/strong>: Yeah. Thanks for, raising that. In the book, I talk about, you know, one of the books that I used to teach with my students was, Just Mercy by Bryan Stevenson in that book. There’s a wonderful quote where in the very beginning that almost every time I taught it, kids would always tell me that that was one of their favorite passages. And it was really about how we are. We are more than the worst thing that we’ve ever done. Right before I start teaching that book, though, I pose a question to kids and I asked them, you know, to write down like a list of, you know, things that they’re really proud of, things that make them who they are. You know, like the it’s like the resume lists, you know, all the sense of accomplishments and all the things you want people to know about you. And then I also asked them to write about a time that they didn’t show up as their best selves, where they had an argument with a friend. Maybe they lied. Maybe they were mean spirited, like all the worst. Like, think about the worst things, the the worst version of themselves. And we that’s the thing. We all have a worst version of ourselves, right? And they write that down. And so then I, then I ask them like, well, what’s the truth? Like is the list of all the positive things about yourself, the truth? What about the list of all the negative things or your worst version of yourself? Where’s the truth here, right? You know, and I’m speaking just in binaries right here, just for the, you know, the point of the exercise. But both of these lists are true, right? These are all things about us. But together they form a more complete picture. And even then, there’s a lot that’s in between these two things, right? Between the very best and then the catastrophe of who we are. Right. So there’s a whole middle section. Right. And so when we’re doing this writing and we’re thinking about this work and we’re thinking about, how we’re interpreting the things that we’re reading or we’re absorbing the way, the news that we’re seeing, it’s one of those exercises that I do with kids to help them see that there can never really be like, I like that idea of a single story, that we have to constantly seek multiple perspectives to have grace for ourselves. When we think about mental health, I think, you know, developmentally, kids are really trying to figure out who they are, and they think that this one thing is defining for them. And, you know, I think the work that we do as educators is help kids see that no one thing can define who they are, that they are beautiful, messy, complex human beings with so much in between and so many contradictions. And if they can have that kind of grace for themselves, which is so important, that sort of self-love, then I think that we have a better shot of being able to have that grace and that love for other people. If I can think to myself, okay, I’m a messy person and I have contradictions and I say things or do things that sometimes I’m not, I’m not proud of, how can I afford that to the person? How can I afford that kind of grace and flexibility of thinking to the person who’s now sitting across from me? And maybe we disagree on things, but I still see them as a complex person who is worthy of dignity. Right? So that complexity, I think, allows us in that complexity that allows us the grace to see ourselves in more humane ways and to see others the same way, too.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> And who doesn’t want that for students and educators?\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Right.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Thank you, Tricia Ebarvia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Tricia Ebarvia:\u003c/strong> Thank you so much. Thank you for having me.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them","authors":["4596"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_21319","mindshift_21899","mindshift_21322","mindshift_20818","mindshift_21645","mindshift_21015","mindshift_21317"],"featImg":"mindshift_63162","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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