New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups
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Congress Poured Billions of Dollars Into Schools. Did It Help Students Learn?
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Free COVID Tests Headed to Nation's Schools
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FM","link":"/"}},"mindshift_64197":{"type":"posts","id":"mindshift_64197","meta":{"index":"posts_1716263798","site":"mindshift","id":"64197","score":null,"sort":[1721037603000]},"guestAuthors":[],"slug":"new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","publishDate":1721037603,"format":"standard","headTitle":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","status":"publish","parent":0,"modified":1720561533,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1210},"headData":{"title":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups | KQED","description":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tutoring via video, text chat and whiteboards can be effective, but the large gains of in-person tutoring don’t always translate to the virtual world.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Studies of Online Tutoring Highlight Troubles With Attendance and Larger Tutoring Groups","datePublished":"2024-07-15T03:00:03-07:00","dateModified":"2024-07-09T14:45:33-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools in the spring of 2020, education researchers have pointed to tutoring as the most promising way to help kids catch up academically. Evidence from \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">\u003cspan style=\"font-weight: 400\">almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was overwhelming for a particular kind of tutoring, called high-dosage tutoring, where students focus on either reading or math three to five times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But until recently, there has been little good evidence for the effectiveness of online tutoring, where students and tutors interact via video, text chat and whiteboards. The virtual version has boomed since the federal government handed schools nearly $190 billion of pandemic recovery aid and specifically encouraged them to spend it on tutoring. Now, some new U.S. studies could offer useful guidance to educators.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online attendance is a struggle\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the spring of 2023, almost 1,000 Northern California elementary school children in grades 1 to 4 were randomly assigned to receive online reading tutoring during the school day. Students were supposed to get 20 to 30 sessions each, but only one of five students received that much. \u003c/span>\u003cspan style=\"font-weight: 400\">Eighty percent didn’t\u003c/span>,\u003cspan style=\"font-weight: 400\"> and they didn’t do much better than the 800 students in the comparison group who didn’t get tutoring, according to a \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-942\">\u003cspan style=\"font-weight: 400\">draft paper by researchers from Teachers College\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Columbia University, which was posted to the Annenberg Institute website at Brown University in April 2024. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization based at Teachers College, Columbia University.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have previously found that it is important to schedule in-person tutoring sessions during the school day, when attendance is mandatory. The lesson here with online tutoring is that attendance can be rocky with even during the school day. Often, students end up with a low dose of tutoring instead of the high dose that schools have paid for.\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\">However, online tutoring can be effective when students participate regularly. In this Northern California study, reading achievement increased substantially, in line with in-person tutoring, for the roughly 200 students who got at least 20 sessions across 10 weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students who logged in regularly might have been more motivated students in the first place, the researchers warned, indicating that it could be hard to reproduce such large academic benefits for all. During the periods when children were supposed to receive tutoring, researchers observed that some children – often ones who were slightly higher achieving – regularly logged on as scheduled while others didn’t. The difference in student behavior and what the students were doing instead wasn’t explained. Students also seemed to log in more frequently when certain staff members were overseeing the tutoring and less frequently with others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Small group tutoring doesn’t work as well online\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The large math and reading gains that researchers documented in small groups of students with in-person tutors aren’t always translating to the virtual world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another study of more than 2,000 elementary school children in Texas tested the difference between one-to-one and two-to-one online tutoring during the 2022-23 school year. These were young, low-income children, in kindergarten through 2nd grade, who were just learning to read. Children who were randomly assigned to get \u003c/span>\u003cspan style=\"font-weight: 400\">one-to-one tutoring four times a \u003c/span>\u003cspan style=\"font-weight: 400\">week\u003c/span>\u003cspan style=\"font-weight: 400\"> posted small gains\u003c/span>\u003cspan style=\"font-weight: 400\"> on one test, but not on another, compared to students in a comparison group who didn’t get tutoring. First graders assigned to one-to-one tutoring gained the equivalent of 30 additional days of school. By contrast, children who had been tutored in pairs were statistically no different in reading than the comparison group of untutored children. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-955\">\u003cspan style=\"font-weight: 400\">draft paper about this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, led by researchers from Stanford University, was posted to the Annenberg website in May 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another small study in Grand Forks, North Dakota confirmed the downside of larger groups with online tutoring. Researchers from Brown University directly compared the math progress of middle school students when they received one-to-one tutoring versus small groups of three students. The study was too small, only 180 students, to get statistically strong results, but the half that were randomly assigned to receive individual tutoring appeared to gain \u003c/span>\u003cspan style=\"font-weight: 400\">eight extra percentile points\u003c/span>\u003cspan style=\"font-weight: 400\">, compared to the students who were assigned to small group tutoring. It was possible that students in the small groups learned a third as much math, the researchers estimated, but these students might have learned much less. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-976\">\u003cspan style=\"font-weight: 400\">draft of this paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was posted to the Annenberg website in June 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In surveys, tutors said it was hard to keep all three kids engaged online at once. Students were more frequently distracted and off-task, they said. Shy students were less likely to speak up and participate. With one student at a time, tutors said they could move at a faster pace and students “weren’t afraid to ask questions” or “afraid of being wrong.” (On the plus side, tutors said groups of three allowed them to organize group activities or encourage a student to help a peer.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behavior problems happen in person, too. However, when I have observed in-person small group tutoring in schools, each student is often working independently with the tutor, almost like three simultaneous sessions of one-to-one help. In-person tutors can encourage a student to keep practicing through a silent glance, a smile or hand signal even as they are explaining something to another student. Online, each child’s work and mistakes are publicly exposed on the screen to the whole group. Private asides aren’t as easy; some platforms allow the tutor to text a child privately in a chat window, but that takes time. Tutors have told me that many teens don’t like seeing their face on screen, but turning the camera off makes it harder for them to sense if a student is following along or confused.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matt Kraft, one of the Brown researchers on the Grand Forks study, suggests that bigger changes need to be made to online tutoring lessons in order to expand from one-to-one to small group tutoring, and he notes that school staff are needed in the classroom to keep students on-task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders have until March 2026 to spend the remainder of their $190 billion in pandemic recovery funds, but contracts with tutoring vendors must be signed by September 2024. Both options — in person and virtual — involve tradeoffs. New research evidence is showing that virtual tutoring can work well, especially when motivated students want the tutoring and log in regularly. But many of the students who are significantly behind grade level and in need of extra help may not be so motivated. Keeping the online tutoring small, ideally one-to-one, improves the chances that it will be effective. But that means serving many fewer students, leaving millions of children behind. It’s a tough choice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-studies-online-tutoring-troubles-attendance-larger-groups/\">\u003ci>\u003cspan style=\"font-weight: 400\">online tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64197/new-studies-of-online-tutoring-highlight-troubles-with-attendance-and-larger-tutoring-groups","authors":["byline_mindshift_64197"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21539","mindshift_731","mindshift_21413"],"featImg":"mindshift_64198","label":"mindshift"},"mindshift_64159":{"type":"posts","id":"mindshift_64159","meta":{"index":"posts_1716263798","site":"mindshift","id":"64159","score":null,"sort":[1720058451000]},"guestAuthors":[],"slug":"they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","title":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.","publishDate":1720058451,"format":"standard","headTitle":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading. Schools may need to provide them with more intensive support.","status":"publish","parent":0,"modified":1720206424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":847},"headData":{"title":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED","description":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.","datePublished":"2024-07-03T19:00:51-07:00","dateModified":"2024-07-05T12:07:04-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Kalyn Belsha, Chalkbeat","nprStoryId":"kqed-64159","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\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>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","authors":["byline_mindshift_64159"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_20720","mindshift_790","mindshift_21539","mindshift_392","mindshift_550"],"featImg":"mindshift_64160","label":"mindshift"},"mindshift_64123":{"type":"posts","id":"mindshift_64123","meta":{"index":"posts_1716263798","site":"mindshift","id":"64123","score":null,"sort":[1719828003000]},"guestAuthors":[],"slug":"pandemic-aid-to-schools-paid-off-but-we-dont-know-how","title":"Pandemic Aid to Schools Paid Off, But We Don't Know How","publishDate":1719828003,"format":"standard","headTitle":"Pandemic Aid to Schools Paid Off, But We Don’t Know How | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Reports about schools squandering their $190 billion in federal pandemic recovery money have been troubling. Many districts spent that money on things that had nothing to do with academics, particularly building renovations. Less common, but more \u003c/span>\u003ca href=\"https://defendinged.org/investigations/wasteful-esser-expenditures/\">\u003cspan style=\"font-weight: 400\">eye-popping were stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about new football fields, swimming pool passes, hotel rooms at Caesar’s Palace in Las Vegas and even the purchase of an ice cream truck.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I was surprised that two independent academic analyses released in June 2024 found that some of the money actually trickled down to students and \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">helped them catch up academically\u003c/a>. Though the two studies used different methods, they arrived at strikingly similar numbers for the average growth in math and reading scores during the 2022-23 school year that could be attributed to each dollar of federal aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the research teams, which includes Harvard University economist Tom Kane and Stanford University sociologist Sean Reardon, likened the gains to \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400\">six days of learning in math and three days of learning in reading \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for every $1,000 in federal pandemic aid per student. Though that gain might seem small, high-poverty districts received an average of $7,700 per student, and those extra “days” of learning for low-income students added up. Still, these neediest children were projected to be one third of a grade level behind low-income students in 2019, before the pandemic disrupted education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Federal funding helped and it helped kids most in need,” \u003ca href=\"https://x.com/RbnLake/status/1805957194942398492\">wrote Robin Lake\u003c/a>, director of the Center on Reinventing Public Education, on X in response to the two studies. Lake was not involved in either report, but has been closely tracking pandemic recovery. “And the spending was worth the gains,” Lake added. “But it will not be enough to do all that is needed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The academic gains per aid dollar were close to what \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20220279\">\u003cspan style=\"font-weight: 400\">previous researchers had found for increases in school spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, federal pandemic aid for schools has been just as effective (or ineffective) as other infusions of money for schools. The Harvard-Stanford analysis calculated that the seemingly small academic gains per $1,000 could boost a student’s lifetime earnings by $1,238 – not a dramatic payoff, but not a public policy bust either. And that payoff doesn’t include other societal benefits from higher academic achievement, such as lower rates of arrests and teen motherhood.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most interesting nuggets from the two reports, however, were how the academic gains varied wildly across the nation. That’s not only because some schools used the money more effectively than others but also because some schools got much more aid per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poorest districts in the nation, where 80% or more of the students live in families whose income is low enough to qualify for the federally funded school lunch program, demonstrated meaningful recovery because they received the most aid. About 6% of the 26 million public schoolchildren that the researchers studied are educated in districts this poor. These children had recovered almost half of their pandemic learning losses by the spring of 2023. The very poorest districts, representing 1% of the children, were potentially on track for an almost complete recovery in 2024 because they tended to receive the most aid per student. However, these students were far below grade level before the pandemic, so their recovery brings them back to a very low rung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some high-poverty school districts received much more aid per student than others. At the top end of the range, students in Detroit received about $26,000 each – $1.3 billion spread among fewer than 49,000 students. One in 10 high-poverty districts received more than $10,700 for each student. An equal number of high-poverty districts received less than $3,700 per student. These surprising differences for places with similar poverty levels occurred because pandemic aid was allocated according to the same byzantine rules that govern federal Title I funding to low-income schools. Those formulas give large minimum grants to small states, and more money to states that spend more per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other end of the income spectrum are wealthier districts, where 30% or fewer students qualify for the lunch program, representing about a quarter of U.S. children. The Harvard-Stanford researchers expect these students to make an almost complete recovery. That’s not because of federal recovery funds; these districts received less than $1,000 per student, on average. Researchers explained that these students are on track to approach 2019 achievement levels because they didn’t suffer as much learning loss. Wealthier families also had the means to hire tutors or time to help their children at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle-income districts, where between 30% and 80% of students are eligible for the lunch program, were caught in between. Roughly seven out of 10 children in this study fall into this category. Their learning losses were sometimes large, but their pandemic aid wasn’t. They tended to receive between $1,000 and $5,000 per student. Many of these students are still struggling to catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second study, researchers Dan Goldhaber of the American Institutes for Research and Grace Falken of the University of Washington estimated that schools around the country, on average, would need an additional \u003c/span>\u003ca href=\"https://caldercenter.org/sites/default/files/CALDER%20WP%20301-0624.pdf\">\u003cspan style=\"font-weight: 400\">$13,000 per student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for full recovery in reading and math. That’s more than Congress appropriated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were signs that schools targeted interventions to their neediest students. In school districts that separately reported performance for low-income students, these students tended to post greater recovery per dollar of aid than wealthier students, the Goldhaber-Falken analysis shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impact differed more by race, location and school spending. Districts with larger shares of white students tended to make greater achievement gains per dollar of federal aid than districts with larger shares of Black or Hispanic students. Small towns tended to produce more academic gains per dollar of aid than large cities. And school districts that spend less on education per pupil tended to see more academic gains per dollar of aid than high spenders. The latter makes sense: an extra dollar to a small budget makes a bigger difference than an extra dollar to a large budget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most frustrating part of both reports is that we have no idea what schools did to help students catch up. Researchers weren’t able to connect the academic gains to tutoring, summer school or any of the other interventions that schools have been trying. Schools still have until September to decide how to spend their remaining pandemic recovery funds, and, unfortunately, these analyses provide zero guidance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And maybe some of the non-academic things that schools spent money on weren’t so frivolous after all. A draft paper circulated by the National Bureau of Economic Research in January 2024 calculated that school spending on \u003c/span>\u003ca href=\"https://www.barbarabiasi.com/uploads/1/0/1/2/101280322/bls_whatworks.pdf\">\u003cspan style=\"font-weight: 400\">basic infrastructure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as air conditioning and heating systems, raised test scores. Spending on athletic facilities did not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the final score on pandemic recovery for students is still to come. I’ll be looking out for it.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-190-billion-question-partially-answered/\">\u003ci>\u003cspan style=\"font-weight: 400\">federal funding for education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.","status":"publish","parent":0,"modified":1719778542,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1242},"headData":{"title":"Pandemic Aid to Schools Paid Off, But We Don't Know How | KQED","description":"Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Two teams of researchers documented achievement gains from pandemic aid to schools, but not which interventions helped most.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Pandemic Aid to Schools Paid Off, But We Don't Know How","datePublished":"2024-07-01T03:00:03-07:00","dateModified":"2024-06-30T13:15:42-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Reports about schools squandering their $190 billion in federal pandemic recovery money have been troubling. Many districts spent that money on things that had nothing to do with academics, particularly building renovations. Less common, but more \u003c/span>\u003ca href=\"https://defendinged.org/investigations/wasteful-esser-expenditures/\">\u003cspan style=\"font-weight: 400\">eye-popping were stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about new football fields, swimming pool passes, hotel rooms at Caesar’s Palace in Las Vegas and even the purchase of an ice cream truck.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I was surprised that two independent academic analyses released in June 2024 found that some of the money actually trickled down to students and \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">helped them catch up academically\u003c/a>. Though the two studies used different methods, they arrived at strikingly similar numbers for the average growth in math and reading scores during the 2022-23 school year that could be attributed to each dollar of federal aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the research teams, which includes Harvard University economist Tom Kane and Stanford University sociologist Sean Reardon, likened the gains to \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400\">six days of learning in math and three days of learning in reading \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">for every $1,000 in federal pandemic aid per student. Though that gain might seem small, high-poverty districts received an average of $7,700 per student, and those extra “days” of learning for low-income students added up. Still, these neediest children were projected to be one third of a grade level behind low-income students in 2019, before the pandemic disrupted education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Federal funding helped and it helped kids most in need,” \u003ca href=\"https://x.com/RbnLake/status/1805957194942398492\">wrote Robin Lake\u003c/a>, director of the Center on Reinventing Public Education, on X in response to the two studies. Lake was not involved in either report, but has been closely tracking pandemic recovery. “And the spending was worth the gains,” Lake added. “But it will not be enough to do all that is needed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The academic gains per aid dollar were close to what \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20220279\">\u003cspan style=\"font-weight: 400\">previous researchers had found for increases in school spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, federal pandemic aid for schools has been just as effective (or ineffective) as other infusions of money for schools. The Harvard-Stanford analysis calculated that the seemingly small academic gains per $1,000 could boost a student’s lifetime earnings by $1,238 – not a dramatic payoff, but not a public policy bust either. And that payoff doesn’t include other societal benefits from higher academic achievement, such as lower rates of arrests and teen motherhood.\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\">The most interesting nuggets from the two reports, however, were how the academic gains varied wildly across the nation. That’s not only because some schools used the money more effectively than others but also because some schools got much more aid per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poorest districts in the nation, where 80% or more of the students live in families whose income is low enough to qualify for the federally funded school lunch program, demonstrated meaningful recovery because they received the most aid. About 6% of the 26 million public schoolchildren that the researchers studied are educated in districts this poor. These children had recovered almost half of their pandemic learning losses by the spring of 2023. The very poorest districts, representing 1% of the children, were potentially on track for an almost complete recovery in 2024 because they tended to receive the most aid per student. However, these students were far below grade level before the pandemic, so their recovery brings them back to a very low rung.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some high-poverty school districts received much more aid per student than others. At the top end of the range, students in Detroit received about $26,000 each – $1.3 billion spread among fewer than 49,000 students. One in 10 high-poverty districts received more than $10,700 for each student. An equal number of high-poverty districts received less than $3,700 per student. These surprising differences for places with similar poverty levels occurred because pandemic aid was allocated according to the same byzantine rules that govern federal Title I funding to low-income schools. Those formulas give large minimum grants to small states, and more money to states that spend more per student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other end of the income spectrum are wealthier districts, where 30% or fewer students qualify for the lunch program, representing about a quarter of U.S. children. The Harvard-Stanford researchers expect these students to make an almost complete recovery. That’s not because of federal recovery funds; these districts received less than $1,000 per student, on average. Researchers explained that these students are on track to approach 2019 achievement levels because they didn’t suffer as much learning loss. Wealthier families also had the means to hire tutors or time to help their children at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle-income districts, where between 30% and 80% of students are eligible for the lunch program, were caught in between. Roughly seven out of 10 children in this study fall into this category. Their learning losses were sometimes large, but their pandemic aid wasn’t. They tended to receive between $1,000 and $5,000 per student. Many of these students are still struggling to catch up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second study, researchers Dan Goldhaber of the American Institutes for Research and Grace Falken of the University of Washington estimated that schools around the country, on average, would need an additional \u003c/span>\u003ca href=\"https://caldercenter.org/sites/default/files/CALDER%20WP%20301-0624.pdf\">\u003cspan style=\"font-weight: 400\">$13,000 per student\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for full recovery in reading and math. That’s more than Congress appropriated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were signs that schools targeted interventions to their neediest students. In school districts that separately reported performance for low-income students, these students tended to post greater recovery per dollar of aid than wealthier students, the Goldhaber-Falken analysis shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impact differed more by race, location and school spending. Districts with larger shares of white students tended to make greater achievement gains per dollar of federal aid than districts with larger shares of Black or Hispanic students. Small towns tended to produce more academic gains per dollar of aid than large cities. And school districts that spend less on education per pupil tended to see more academic gains per dollar of aid than high spenders. The latter makes sense: an extra dollar to a small budget makes a bigger difference than an extra dollar to a large budget.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most frustrating part of both reports is that we have no idea what schools did to help students catch up. Researchers weren’t able to connect the academic gains to tutoring, summer school or any of the other interventions that schools have been trying. Schools still have until September to decide how to spend their remaining pandemic recovery funds, and, unfortunately, these analyses provide zero guidance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And maybe some of the non-academic things that schools spent money on weren’t so frivolous after all. A draft paper circulated by the National Bureau of Economic Research in January 2024 calculated that school spending on \u003c/span>\u003ca href=\"https://www.barbarabiasi.com/uploads/1/0/1/2/101280322/bls_whatworks.pdf\">\u003cspan style=\"font-weight: 400\">basic infrastructure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as air conditioning and heating systems, raised test scores. Spending on athletic facilities did not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the final score on pandemic recovery for students is still to come. I’ll be looking out for it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-190-billion-question-partially-answered/\">\u003ci>\u003cspan style=\"font-weight: 400\">federal funding for education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how","authors":["byline_mindshift_64123"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21539"],"featImg":"mindshift_64128","label":"mindshift"},"mindshift_64116":{"type":"posts","id":"mindshift_64116","meta":{"index":"posts_1716263798","site":"mindshift","id":"64116","score":null,"sort":[1719408424000]},"guestAuthors":[],"slug":"congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn","title":"Congress Poured Billions of Dollars Into Schools. Did It Help Students Learn?","publishDate":1719408424,"format":"standard","headTitle":"Congress Poured Billions of Dollars Into Schools. Did It Help Students Learn? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n","blocks":[],"excerpt":"The short answer is yes, the money did help students make up for the learning they missed during COVID. But it didn’t get them all the way there.","status":"publish","parent":0,"modified":1719408424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1164},"headData":{"title":"Congress Poured Billions of Dollars Into Schools. Did It Help Students Learn? | KQED","description":"The short answer is yes, the money did help students make up for the learning they missed during COVID. But it didn’t get them all the way there.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The short answer is yes, the money did help students make up for the learning they missed during COVID. But it didn’t get them all the way there.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Congress Poured Billions of Dollars Into Schools. Did It Help Students Learn?","datePublished":"2024-06-26T06:27:04-07:00","dateModified":"2024-06-26T06:27:04-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cory Turner","nprStoryId":"nx-s1-5010963","nprHtmlLink":"https://www.npr.org/2024/06/18/nx-s1-5010963/schools-aid-students-pandemic","nprRetrievedStory":"1","nprPubDate":"2024-06-26T16:47:20.664-04:00","nprStoryDate":"2024-06-26T16:47:20.664-04:00","nprLastModifiedDate":"2024-06-26T06:41:31.937-04:00","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/06/20240626_me_turner_school_pandemic_recovery_research.mp3?size=3037354&d=189805&e=nx-s1-5010963","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/06/20240626_me_turner_school_pandemic_recovery_research.mp3?size=3037354&d=189805&e=nx-s1-5010963","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>America’s schools received an unprecedented $190 billion in federal emergency funding during the pandemic. Since then, one big question has loomed over them: Did that historic infusion of federal relief help students make up for the learning they missed?\u003c/p>\n\u003cp>Two new research studies, conducted separately but both released on Wednesday, offer the first answer to that question: Yes, the money made a meaningful difference. But both studies come with context and caveats that, along with that headline finding, require some unpacking.\u003c/p>\n\u003ch3>How much of a difference did the money make?\u003c/h3>\n\u003cp>$190 billion is an enormous amount of money by any measure. But districts were only required to spend a fraction of the relief on academic recovery, by paying for proven interventions like summer learning and high-quality tutoring. So how much additional student learning did the federal aid actually buy?\u003c/p>\n\u003cp>\u003ca href=\"https://educationrecoveryscorecard.org/\">Study #1\u003c/a>, a collaboration including Tom Kane at Harvard’s Center for Education Policy Research and Sean Reardon at Stanford’s Educational Opportunity Project, estimates that every $1,000 in federal relief spent per student bought the kind of math test score gains that come with 3% of a school year, or about six school days of learning. That’s during the 2022-23 academic year.\u003c/p>\n\u003cp>Improvements in reading scores were smaller: roughly three school days of progress per $1,000 in federal relief spending per student.\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>The federal relief “was worth the investment,” Reardon tells NPR. “It led to significant improvements in children’s academic performance… It wasn’t enough money, or enough recovery, to get students all the way back to where they were in 2019, but it did make a significant difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://caldercenter.org/publications/esser-and-student-achievement-assessing-impacts-largest-one-time-federal-investment-k12\">Study #2\u003c/a>, co-authored by researcher Dan Goldhaber at the University of Washington and American Institutes for Research, offers a similar estimate of math gains. The increase in reading scores, according to Goldhaber, appeared comparable to those math gains, though he says they’re less precise and a little less certain.\u003c/p>\n\u003cp>“It did have an impact,” Goldhaber tells NPR, an impact that’s “in line with estimates from prior research about how much money moves the needle of student achievement.”\u003c/p>\n\u003ch3>Who benefited the most?\u003c/h3>\n\u003cp>The federal recovery dollars came in three waves, known as ESSER (\u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>) I, II and III. The first two waves were relatively small, roughly $68 billion, compared to the $122 billion of ESSER III.\u003c/p>\n\u003cp>The windfall was distributed to schools based largely on need – specifically, based on the proportion of students living in or near poverty. The assumption being: Districts with higher rates of student poverty would need more help recovering. COVID hit high-poverty communities harder, with higher rates of infection, death, unemployment and remote schooling than in many affluent communities.\u003c/p>\n\u003cp>“These and other factors likely caused greater learning loss during the pandemic and dampened academic recovery,” Goldhaber writes in Study #2, pointing out that, “the Detroit, MI public school district received about $25,800 per pupil across all waves of ESSER… [while] Grosse Pointe, MI (a nearby suburb) only received about $860 per pupil.”\u003c/p>\n\u003cp>Here’s where the story of these federal dollars gets complicated, because the learning they appear to have bought wasn’t experienced evenly, according to Goldhaber.\u003c/p>\n\u003cp>In Study #2, he and co-author Grace Falken, found larger academic benefits from federal spending in districts serving low shares of Black and Hispanic students. Though he tells NPR, these patterns “do not necessarily imply that ESSER’s impacts vary \u003cem>because\u003c/em> of student demographics. Rather, the results could reflect other district characteristics that happen to correlate with the student populations the districts serve.”\u003c/p>\n\u003cp>Reardon and Kane did not find statistically significant evidence of this kind of variation.\u003c/p>\n\u003cp>Goldhaber and Falken also found that towns saw more math gains than cities, while rural areas led the way in reading growth. Interestingly, suburban districts generally experienced “smaller, insignificant impacts” from the federal spending in both subjects.\u003c/p>\n\u003ch3>But did the money help enough?\u003c/h3>\n\u003cp>If your standard for “enough” is a full recovery for all students from the learning they missed during the pandemic, then no, the money did not remedy the full problem.\u003c/p>\n\u003cp>But the researchers behind both studies say that’s an unrealistic and unreasonable yardstick. After all, Congress only required that districts spend at least 20% of ESSER III funds on learning recovery. The rest of the relief came with relatively few strings attached.\u003c/p>\n\u003cp>Instead, the researchers say, the money’s effectiveness should be judged by a more realistic standard, based on what previous research has shown money can and cannot buy.\u003c/p>\n\u003cp>Harvard’s Tom Kane, of Study #1, points out that their results do line up with pre-pandemic research on the impact of school spending, and suggest a clear, long-term return on investment.\u003c/p>\n\u003cp>“These academic gains will translate into improvements in earnings and other outcomes that will last a lifetime,” Kane tells NPR.\u003c/p>\n\u003cp>For example, the academic gains associated with every $1,000 in per student spending would be worth $1,238 in future earnings, Kane estimates. Increased academic achievement also comes with valuable social returns, he says, including lower rates of arrest and teen motherhood.\u003c/p>\n\u003cp>What’s more, Reardon tells NPR, because these federal dollars disproportionately went to lower-income districts, “not only do we find that the federal investment raised test scores, but we also find that it reduced educational inequality.”\u003c/p>\n\u003cp>But the work’s not over.\u003c/p>\n\u003cp>In Study #2, Goldhaber and Falken write, “to recover from these remaining losses, our estimates suggest schools would need between $9,000 and $13,000 in additional funds per pupil, assuming the return on those funds is similar to what we estimated for ESSER III.”\u003c/p>\n\u003cp>They also warn that middle-income districts could continue to struggle – because they experienced academic losses but got less federal aid.\u003c/p>\n\u003cp>In a presidential election year, it’s unlikely Congress will agree to send schools more money. And Goldhaber worries, as ESSER funds begin to expire this year, districts will have to cut staff.\u003c/p>\n\u003cp>“Some districts, particularly high poverty, high minority districts, are going to lose so much money that I think teacher layoffs are inevitable,” Goldhaber tells NPR. “So I’m worried that the funding cliff – there’s a downside that we’re not thinking hard enough about.”\u003c/p>\n\u003cp>The good news, says Kane, is that ESSER was a massive, “brute force” effort, and a far smaller, state-driven effort could still make a big difference, so long as it’s hyper-focused on academic interventions.\u003c/p>\n\u003cp>Kane says, “It falls to states to complete the recovery.”\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>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn","authors":["byline_mindshift_64116"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21539"],"featImg":"mindshift_64117","label":"mindshift"},"mindshift_63914":{"type":"posts","id":"mindshift_63914","meta":{"index":"posts_1716263798","site":"mindshift","id":"63914","score":null,"sort":[1717267859000]},"guestAuthors":[],"slug":"pandemic-aid-for-schools-is-ending-soon-many-after-school-programs-may-go-with-it","title":"Pandemic Aid for Schools Is Ending Soon. Many After-school Programs May Go With It","publishDate":1717267859,"format":"standard","headTitle":"Pandemic Aid for Schools Is Ending Soon. Many After-school Programs May Go With It | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fifth-grader Andreana Campbell and third-grader Kewon Wells are tending to a garden box after school at Eugene Field Elementary School in Tulsa, Okla.\u003c/p>\n\u003cp>“I want to try this kale,” Kewon says, pointing to one of their crops. He picks some off the plant and pops it in his mouth.\u003c/p>\n\u003cp>“I don’t think you’re supposed to take the kale off, and you’re supposed to wash it!” Andreana tells him with a giggle.\u003c/p>\n\u003cp>At this after-school program, each participant gets a garden box to plan, decorate, plant and harvest from throughout the school year.\u003c/p>\n\u003cp>It’s one of countless after-school programs across the country that rely on federal pandemic-era relief dollars known as Elementary and Secondary School Emergency Relief, or ESSER, funds. But those federal dollars are starting to expire this fall, leaving the future of many after-school programs – including the one at Eugene Field – up in the air.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The unfortunate reality is that some of those programs are going to close,” says Erik Peterson, senior vice president for policy at the nonprofit Afterschool Alliance.\u003c/p>\n\u003cp>His organization \u003ca href=\"https://afterschoolalliance.org/documents/Investments-in-Student-Recovery-2023.pdf\">analyzed\u003c/a> 6,300 school districts across all states and the District of Columbia, and found that those districts spent at least $8.1 billion in ESSER funds on after-school and summer programs. As a result, an estimated 4 million \u003cem>more \u003c/em>students were able to access these programs.\u003c/p>\n\u003cp>Peterson says schools will need to find \u003ca href=\"https://toolkit.afterschoolalliance.org/sustaining-a-program/sustainability-federal-pandemic-funding/\">diverse funding streams\u003c/a> to sustain the after-school programming boom that temporary federal funds made possible.\u003c/p>\n\u003cp>“There’s not going to be one funding stream that just comes in and takes over. It’s going to be a patchwork,” he explains.\u003c/p>\n\u003cp>Even if schools do pull that off, he says “it’s not going to be enough to match” what the federal government was providing.\u003c/p>\n\u003cp>Many of Tulsa’s afterschool programs are supported by an organization called \u003ca href=\"https://theopp.org/\">The Opp\u003c/a>. Leaders there say ESSER funds allowed The Opp to expand its program offerings from seven school sites to 63. It supports 450 programs across those schools. But once the ESSER funds are gone, that will shrink to just 75 programs, unless they can find funding on their own.\u003c/p>\n\u003ch3>The return on investment for after-school programs\u003c/h3>\n\u003cp>Peterson says quality after-school programs come with all kinds of benefits. Not only do they help foster relationships with trusted adults, but they also help students develop \u003ca href=\"https://afterschoolalliance.org/documents/Afterschool-Supports-Childrens-Well-Being-and-Healthy-Development-2023.pdf\">important skills\u003c/a>.\u003c/p>\n\u003cp>“Communication skills — both written and oral — learning to problem solve, learning to resolve conflicts with peers and with others,” Peterson explains. “And really, all those skills that employers look for in terms of so-called ‘21st-century skills’ or workforce skills, but also really the skills just anyone needs to be successful — both in school, but really, in life.”\u003c/p>\n\u003cp>A growing \u003ca href=\"https://escholarship.org/content/qt0995q98p/qt0995q98p_noSplash_15b19e239ae1edbd1414b4b3df8a6f8a.pdf\">body\u003c/a> of \u003ca href=\"https://afterschoolalliance.org/documents/COVID-recovery-national-Factsheet-020121.pdf\">research\u003c/a> shows students who participate in out-of school activities, including after-school programs, are more likely to have higher vocabulary scores, better reading comprehension, better math achievement and better social confidence.\u003c/p>\n\u003cp>These programs also provide a safe place for students to keep learning after the school day ends.\u003c/p>\n\u003cp>“I had an opportunity to chat with a fourth-grade student as she was waiting for her chess club to begin,” says Lauren Sivak, executive director at \u003ca href=\"https://theopp.org/\">The Opp\u003c/a>. “And she said to me, ‘If I wasn’t here, I’d probably be home alone.’ And I have not forgotten that statement since those words left her mouth. And that is a big concern to me.”\u003c/p>\n\u003cp>According to The Opp’s data, students who participated in The Opp’s after-school programs were 43% less likely to be chronically absent — that’s when students miss at least 10% of school days in a school year.\u003c/p>\n\u003cp>Sivak says these programs also provide a place where students can expand their interests and work on life skills without worrying about grades or other classroom pressures.\u003c/p>\n\u003ch3>When after-school funding competes with in-school needs\u003c/h3>\n\u003cp>Caroline Crouch, of Tulsa Public Schools, says prioritizing state dollars for after-school opportunities – over in-school ones – can be a tough sell. And in fact, in Oklahoma, lawmakers are focusing their funding priorities on teacher recruitment and retention, not filling the gaps for after-school programs once the ESSER money expires.\u003c/p>\n\u003cp>Crouch previously oversaw after-school programs for the district, and she currently works in the communications office. She says policymakers and donors need to know about the return on investment after-school programming provides.\u003c/p>\n\u003cp>“It feels to a lot of people like it’s soft and fuzzy, right? You know, this ain’t no reading, writing and arithmetic,” Crouch says.\u003c/p>\n\u003cp>But the district has seen the difference these programs can make for Tulsa students: “A few years ago, we had the first- or second-year [after-school] debate club at Walt Whitman Elementary. And every single student who was in their debate club did better on their English language [and] math assessments than they had before.”\u003c/p>\n\u003cp>Sivak, of The Opp, says she doesn’t think policymakers in Oklahoma will step in with funding unless they feel a sense of urgency from their communities — and that probably won’t happen until the programs go away.\u003c/p>\n\u003cp>“I don’t know if the appetite for sustainable funding will be there until we see what is lost.”\u003c/p>\n\u003ch3>After-school lessons in pesto\u003c/h3>\n\u003cp>At Eugene Field Elementary, the after-school gardeners aren’t thinking about funding; they’re more focused on making a harvested carrot-top pesto spread.\u003c/p>\n\u003cp>Students gather around a table to chop carrot greens, spinach, basil and kale. They add oil, lemon juice and garlic into a food processor, and garden educator Mary Smith talks through potential flavor profiles as she folds in the pesto with whipped butter.\u003c/p>\n\u003cp>The students spread the pesto over slices of bread and take a bite. Many go back for seconds, and some for thirds.\u003c/p>\n\u003cp>Afterward, Smith gathers the students on the carpeted floor and asks what they appreciated that day. Surrounded by gardening calendars, an enormous indoor grow tower, photos of the students in the garden and cooking supplies, the kids say they appreciate the teachers at this after-school program, the carrot-top pesto and getting to do a garden scavenger hunt earlier that afternoon.\u003c/p>\n\u003cp>Then they put their hands together and count off: “Three, two, one — pesto rocks!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Beth Wallis covers education for StateImpact Oklahoma.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"School districts have spent at least $8.1 billion in ESSER funds on after-school and summer programs. That money is about to expire.","status":"publish","parent":0,"modified":1717267859,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1124},"headData":{"title":"Pandemic Aid for Schools Is Ending Soon. Many After-school Programs May Go With It | KQED","description":"School districts have spent at least $8.1 billion in ESSER funds on after-school and summer programs. That money is about to expire.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63915","twTitle":"","twDescription":"","twImgId":"mindshift_63915","socialDescription":"School districts have spent at least $8.1 billion in ESSER funds on after-school and summer programs. That money is about to expire.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Pandemic Aid for Schools Is Ending Soon. Many After-school Programs May Go With It","datePublished":"2024-06-01T11:50:59-07:00","dateModified":"2024-06-01T11:50:59-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Beth Wallis","nprStoryId":"nx-s1-4925153","nprHtmlLink":"https://www.npr.org/2024/06/01/nx-s1-4925153/esser-schools-pandemic-aid","nprRetrievedStory":"1","nprPubDate":"2024-06-01T07:00:00-04:00","nprStoryDate":"2024-06-01T07:00:00-04:00","nprLastModifiedDate":"2024-06-01T07:01:28.861-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63914/pandemic-aid-for-schools-is-ending-soon-many-after-school-programs-may-go-with-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifth-grader Andreana Campbell and third-grader Kewon Wells are tending to a garden box after school at Eugene Field Elementary School in Tulsa, Okla.\u003c/p>\n\u003cp>“I want to try this kale,” Kewon says, pointing to one of their crops. He picks some off the plant and pops it in his mouth.\u003c/p>\n\u003cp>“I don’t think you’re supposed to take the kale off, and you’re supposed to wash it!” Andreana tells him with a giggle.\u003c/p>\n\u003cp>At this after-school program, each participant gets a garden box to plan, decorate, plant and harvest from throughout the school year.\u003c/p>\n\u003cp>It’s one of countless after-school programs across the country that rely on federal pandemic-era relief dollars known as Elementary and Secondary School Emergency Relief, or ESSER, funds. But those federal dollars are starting to expire this fall, leaving the future of many after-school programs – including the one at Eugene Field – up in the air.\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>“The unfortunate reality is that some of those programs are going to close,” says Erik Peterson, senior vice president for policy at the nonprofit Afterschool Alliance.\u003c/p>\n\u003cp>His organization \u003ca href=\"https://afterschoolalliance.org/documents/Investments-in-Student-Recovery-2023.pdf\">analyzed\u003c/a> 6,300 school districts across all states and the District of Columbia, and found that those districts spent at least $8.1 billion in ESSER funds on after-school and summer programs. As a result, an estimated 4 million \u003cem>more \u003c/em>students were able to access these programs.\u003c/p>\n\u003cp>Peterson says schools will need to find \u003ca href=\"https://toolkit.afterschoolalliance.org/sustaining-a-program/sustainability-federal-pandemic-funding/\">diverse funding streams\u003c/a> to sustain the after-school programming boom that temporary federal funds made possible.\u003c/p>\n\u003cp>“There’s not going to be one funding stream that just comes in and takes over. It’s going to be a patchwork,” he explains.\u003c/p>\n\u003cp>Even if schools do pull that off, he says “it’s not going to be enough to match” what the federal government was providing.\u003c/p>\n\u003cp>Many of Tulsa’s afterschool programs are supported by an organization called \u003ca href=\"https://theopp.org/\">The Opp\u003c/a>. Leaders there say ESSER funds allowed The Opp to expand its program offerings from seven school sites to 63. It supports 450 programs across those schools. But once the ESSER funds are gone, that will shrink to just 75 programs, unless they can find funding on their own.\u003c/p>\n\u003ch3>The return on investment for after-school programs\u003c/h3>\n\u003cp>Peterson says quality after-school programs come with all kinds of benefits. Not only do they help foster relationships with trusted adults, but they also help students develop \u003ca href=\"https://afterschoolalliance.org/documents/Afterschool-Supports-Childrens-Well-Being-and-Healthy-Development-2023.pdf\">important skills\u003c/a>.\u003c/p>\n\u003cp>“Communication skills — both written and oral — learning to problem solve, learning to resolve conflicts with peers and with others,” Peterson explains. “And really, all those skills that employers look for in terms of so-called ‘21st-century skills’ or workforce skills, but also really the skills just anyone needs to be successful — both in school, but really, in life.”\u003c/p>\n\u003cp>A growing \u003ca href=\"https://escholarship.org/content/qt0995q98p/qt0995q98p_noSplash_15b19e239ae1edbd1414b4b3df8a6f8a.pdf\">body\u003c/a> of \u003ca href=\"https://afterschoolalliance.org/documents/COVID-recovery-national-Factsheet-020121.pdf\">research\u003c/a> shows students who participate in out-of school activities, including after-school programs, are more likely to have higher vocabulary scores, better reading comprehension, better math achievement and better social confidence.\u003c/p>\n\u003cp>These programs also provide a safe place for students to keep learning after the school day ends.\u003c/p>\n\u003cp>“I had an opportunity to chat with a fourth-grade student as she was waiting for her chess club to begin,” says Lauren Sivak, executive director at \u003ca href=\"https://theopp.org/\">The Opp\u003c/a>. “And she said to me, ‘If I wasn’t here, I’d probably be home alone.’ And I have not forgotten that statement since those words left her mouth. And that is a big concern to me.”\u003c/p>\n\u003cp>According to The Opp’s data, students who participated in The Opp’s after-school programs were 43% less likely to be chronically absent — that’s when students miss at least 10% of school days in a school year.\u003c/p>\n\u003cp>Sivak says these programs also provide a place where students can expand their interests and work on life skills without worrying about grades or other classroom pressures.\u003c/p>\n\u003ch3>When after-school funding competes with in-school needs\u003c/h3>\n\u003cp>Caroline Crouch, of Tulsa Public Schools, says prioritizing state dollars for after-school opportunities – over in-school ones – can be a tough sell. And in fact, in Oklahoma, lawmakers are focusing their funding priorities on teacher recruitment and retention, not filling the gaps for after-school programs once the ESSER money expires.\u003c/p>\n\u003cp>Crouch previously oversaw after-school programs for the district, and she currently works in the communications office. She says policymakers and donors need to know about the return on investment after-school programming provides.\u003c/p>\n\u003cp>“It feels to a lot of people like it’s soft and fuzzy, right? You know, this ain’t no reading, writing and arithmetic,” Crouch says.\u003c/p>\n\u003cp>But the district has seen the difference these programs can make for Tulsa students: “A few years ago, we had the first- or second-year [after-school] debate club at Walt Whitman Elementary. And every single student who was in their debate club did better on their English language [and] math assessments than they had before.”\u003c/p>\n\u003cp>Sivak, of The Opp, says she doesn’t think policymakers in Oklahoma will step in with funding unless they feel a sense of urgency from their communities — and that probably won’t happen until the programs go away.\u003c/p>\n\u003cp>“I don’t know if the appetite for sustainable funding will be there until we see what is lost.”\u003c/p>\n\u003ch3>After-school lessons in pesto\u003c/h3>\n\u003cp>At Eugene Field Elementary, the after-school gardeners aren’t thinking about funding; they’re more focused on making a harvested carrot-top pesto spread.\u003c/p>\n\u003cp>Students gather around a table to chop carrot greens, spinach, basil and kale. They add oil, lemon juice and garlic into a food processor, and garden educator Mary Smith talks through potential flavor profiles as she folds in the pesto with whipped butter.\u003c/p>\n\u003cp>The students spread the pesto over slices of bread and take a bite. Many go back for seconds, and some for thirds.\u003c/p>\n\u003cp>Afterward, Smith gathers the students on the carpeted floor and asks what they appreciated that day. Surrounded by gardening calendars, an enormous indoor grow tower, photos of the students in the garden and cooking supplies, the kids say they appreciate the teachers at this after-school program, the carrot-top pesto and getting to do a garden scavenger hunt earlier that afternoon.\u003c/p>\n\u003cp>Then they put their hands together and count off: “Three, two, one — pesto rocks!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Beth Wallis covers education for StateImpact Oklahoma.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63914/pandemic-aid-for-schools-is-ending-soon-many-after-school-programs-may-go-with-it","authors":["byline_mindshift_63914"],"categories":["mindshift_21345"],"tags":["mindshift_20928","mindshift_21343","mindshift_21704"],"featImg":"mindshift_63915","label":"mindshift"},"mindshift_63375":{"type":"posts","id":"mindshift_63375","meta":{"index":"posts_1716263798","site":"mindshift","id":"63375","score":null,"sort":[1711360830000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1711360830,"format":"standard","title":"How COVID-19 Narrowed the STEM Pipeline","headTitle":"How COVID-19 Narrowed the STEM Pipeline | KQED","content":"\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1543,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":2},"modified":1711667787,"excerpt":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","headData":{"twImgId":"mindshift_63384","twTitle":"","ogTitle":"","ogImgId":"mindshift_63384","twDescription":"","description":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","socialDescription":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","title":"How COVID-19 Narrowed the STEM Pipeline | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How COVID-19 Narrowed the STEM Pipeline","datePublished":"2024-03-25T03:00:30-07:00","dateModified":"2024-03-28T16:16:27-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-covid-19-narrowed-the-stem-pipeline","status":"publish","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/63375/how-covid-19-narrowed-the-stem-pipeline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","authors":["byline_mindshift_63375"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_392","mindshift_93"],"featImg":"mindshift_63384","label":"mindshift"},"mindshift_62872":{"type":"posts","id":"mindshift_62872","meta":{"index":"posts_1716263798","site":"mindshift","id":"62872","score":null,"sort":[1703080842000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1703080842,"format":"standard","title":"How schools (but not necessarily education) became central to the Republican primary","headTitle":"How schools (but not necessarily education) became central to the Republican primary | KQED","content":"\u003cp>Talking about schools is a reliable applause line for Republican candidates. In Cedar Rapids, Iowa, former President Donald Trump got a roar of approval when he talked about race and sexuality in schools.\u003c/p>\n\u003cp>“On day one, I will sign a new executive order to cut federal funding for any school pushing critical race theory, transgender insanity and other inappropriate racial, sexual or political content on our children,” he pledged.\u003c/p>\n\u003cp>Schools are even more central to Florida Gov. Ron DeSantis’s campaign, and he used the topic to fire up the crowd in November at the Machine Shed restaurant in Davenport, Iowa.\u003c/p>\n\u003cp>“As the father of a six, five and a three-year-old, I believe that kids should be able to go to school, watch cartoons, just be kids without having an agenda shoved down their throat,” he said, to cheers.\u003c/p>\n\u003cp>The issue of how gender and race are taught in schools has been a major focus for Republican candidates this entire campaign cycle, even while the issue may not really drive votes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed, it’s hard to really tell how much voters care about the topic. When pollsters ask Republican voters their top priorities, the economy tends to come out on top. Immigration is also up there. Foreign policy, sometimes. Often, education is toward the bottom, if it ranks at all.\u003c/p>\n\u003cp>“People confuse the yelling for the priorities. They confuse passion for prioritization,” said Frank Luntz, a Republican strategist who has conducted many voter focus groups.\u003c/p>\n\u003cp>“Yes, transgender and all of that gets people to yell. But that’s not what people really care about,” he added.\u003c/p>\n\u003ch3>A one-size-fits-all issue\u003c/h3>\n\u003cp>First, an important distinction: in this primary, talking about schools and talking about education are often different things.\u003c/p>\n\u003cp>A lot of the Republicans’ campaign rhetoric hasn’t been about student achievement, school choice or standardized testing. Rather, it’s about playing out culture wars on the battleground of K-12 schools.\u003c/p>\n\u003cp>And while that may not be the issue pushing voters toward one candidate or another, \u003cem>schools\u003c/em> nevertheless play an important role for candidates. The topic of schools is a powerful tool for the candidates to tell voters the story of who they are.\u003c/p>\n\u003cp>Trump, for example, uses the topic of schools as a way of telling his crowds that so-called “political correctness” and “wokeism” have gone too far. His argument is that he is the man to stop the excesses of what he calls “the radical left.”\u003c/p>\n\u003cp>DeSantis takes a similar tack, but leans into the issue harder than Trump, using it as an opportunity to tell voters about his record as governor of Florida — to show them that he’s doing the work of reining in liberals.\u003c/p>\n\u003cp>In that Davenport speech, for example, he laid out his record: “We enacted a parent’s bill of rights. We protected women’s sports in Florida. We banned the transgender surgeries for the minor kids in Florida. We enacted universal school choice. We eliminated the ideology, the CRT and the gender ideology in schools.”\u003c/p>\n\u003cp>For former South Carolina Gov. Nikki Haley, it’s about presenting herself as no-nonsense, as well as emphasizing her role as the sole woman in the Republican field.\u003c/p>\n\u003cp>In a stump speech in Waukee, Iowa this month, Haley did address weaknesses in the U.S. education system: “Only 31% of eighth graders are proficient in reading. Thirty-one percent. Only 27% of eighth graders are proficient in math. We don’t do something about this, we’re going to be in a world of hurt ten years from now.”\u003c/p>\n\u003cp>She also later stressed transgender girls playing girls’ sports — a topic she has called “the women’s issue of our time.”\u003c/p>\n\u003cp>“Strong girls become strong women. Strong women become strong leaders. None of that happens if you have biological boys playing in women’s sports. We’ve got to cut that out,” she said.\u003c/p>\n\u003cp>That line got big applause.\u003c/p>\n\u003ch3>Too much emphasis on schools (not enough on education)?\u003c/h3>\n\u003cp>Focusing on cultural issues in schools may fire up the base, but to Luntz, talking about actual educational achievement could win more voters. Luntz points to DeSantis as the candidate he thinks is getting this the most wrong.\u003c/p>\n\u003cp>“He’s using it as a surrogate for the culture wars, and that’s not the way to approach education. The public wants to take partisan politics out of education,” Luntz explained.\u003c/p>\n\u003cp>The story of Republican candidates talking about schools goes back to school closures during the early days of the COVID-19 pandemic, says Luntz. In addition to worrying about learning loss, parents also got a view of school curricula, and some didn’t like what they saw — whether it was about culture or simply about how reading and math were taught.\u003c/p>\n\u003cp>All of that may be true, but according to Heather Harding, schools also got weaponized for political purposes. Harding is educational director of the Campaign for Our Shared Future, which focuses on equity in education.\u003c/p>\n\u003cp>“I do think that the nation went through a very challenging time during the global pandemic,” she said. “I think that the political strategists then leveraged that fear and discontent to really gin up a lot of things in misinformation.”\u003c/p>\n\u003ch3>Strong opinions, but bigger worries\u003c/h3>\n\u003cp>In conversations with Iowa voters over the last few months, few brought up education or schools as a top priority. However, when asked about the issue directly, many did have strong opinions.\u003c/p>\n\u003cp>Dave Meggers is a farmer who came out to see Trump in Davenport in September. He said the price of fuel is his top concern. But when asked about schools, he talked about working with other parents to influence this local district.\u003c/p>\n\u003cp>“We’re tough on our school board down there on different such situations,” he explained. “One thing was, you know, the books in school and stuff like that. And we we were one of the first ones down there to get our kids out of masks, too.”\u003c/p>\n\u003cp>Lori Tiangco was volunteering for DeSantis at a November rally in Des Moines. Unlike Meggers – and many Republican voters – cultural issues in schools are a top priority for her. She spoke about her grandson and how his parents reacted to the school’s teaching about LGBT issues.\u003c/p>\n\u003cp>“They pulled him out and homeschooled him because they didn’t want that be enforced on them, which goes against our, you know, the Christian moral values that we have,” she said.\u003c/p>\n\u003cp>But there’s a wide range of opinions. At a recent Nikki Haley event in Clear Lake, Stacey Doughan – the president of the city’s Chamber of Commerce – said the focus on culture war issues leaves her cold.\u003c/p>\n\u003cp>“I think that when you take it down to race and gender, you’re really missing the point,” she said. “Whatever we need to do to make it so our kids are able to go to school, to enjoy going to school and to learn what they need to learn to be competitive in an international market today is what’s really important.”\u003c/p>\n\u003cp>Indeed, that Haley event had at least one voter who disagrees on a key Republican culture war issue.\u003c/p>\n\u003cp>“This is my only point of contention that I have with her,” said Michelle Garland, a psychology professor at nearby Waldorf University, of Haley. “The suicide rate among gay teens is the highest of all groups, and they have a right to be called by whatever gender they prefer to be called by. It’s not our business to tell somebody who they are.”\u003c/p>\n\u003cp>That makes Garland unusual among GOP primary voters. But then, this is the thing about prioritization – trans kids aren’t her top priority. Israel is. And she likes where Haley stands on Israel.\u003c/p>\n\u003cp>Moreover, Garland is, simply put, a Nikki Haley superfan.\u003c/p>\n\u003cp>“I fell in love with Nikki the first time she spoke from the U.N.,” she remembered. “And then when she announced she was running for president, it just made my day.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So to the extent that Haley is using education to tell voters who she is, voters like Garland don’t need to hear it. Garland already liked her from the start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+schools+%28but+not+necessarily+education%29+became+central+to+the+Republican+primary&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1463,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":39},"modified":1703168493,"excerpt":"GOP candidates talk about schools a lot on the campaign trail. But that doesn't mean they are talking a lot about education, instead focusing on culture war issues on the battleground of K-12 schools.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"GOP candidates talk about schools a lot on the campaign trail, but mostly they're focusing on culture war issues instead of teaching and learning.","socialDescription":"GOP candidates talk about schools a lot on the campaign trail, but mostly they're focusing on culture war issues instead of teaching and learning.","title":"How schools (but not necessarily education) became central to the Republican primary | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How schools (but not necessarily education) became central to the Republican primary","datePublished":"2023-12-20T06:00:42-08:00","dateModified":"2023-12-21T06:21:33-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","status":"publish","nprApiLink":"http://api.npr.org/query?id=1219337716&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprStoryDate":"Wed, 20 Dec 2023 05:00:46 -0500","excludeFromSiteSearch":"Include","nprLastModifiedDate":"Wed, 20 Dec 2023 05:00:46 -0500","nprHtmlLink":"https://www.npr.org/2023/12/20/1219337716/republican-candidates-education-schools-culture-war-issues?ft=nprml&f=1219337716","nprImageAgency":"Getty Images","nprStoryId":"1219337716","nprByline":"Danielle Kurtzleben ","sticky":false,"nprImageCredit":"Scott Olson","showOnAuthorArchivePages":"No","articleAge":"0","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Dec 2023 05:00:00 -0500","path":"/mindshift/62872/how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talking about schools is a reliable applause line for Republican candidates. In Cedar Rapids, Iowa, former President Donald Trump got a roar of approval when he talked about race and sexuality in schools.\u003c/p>\n\u003cp>“On day one, I will sign a new executive order to cut federal funding for any school pushing critical race theory, transgender insanity and other inappropriate racial, sexual or political content on our children,” he pledged.\u003c/p>\n\u003cp>Schools are even more central to Florida Gov. Ron DeSantis’s campaign, and he used the topic to fire up the crowd in November at the Machine Shed restaurant in Davenport, Iowa.\u003c/p>\n\u003cp>“As the father of a six, five and a three-year-old, I believe that kids should be able to go to school, watch cartoons, just be kids without having an agenda shoved down their throat,” he said, to cheers.\u003c/p>\n\u003cp>The issue of how gender and race are taught in schools has been a major focus for Republican candidates this entire campaign cycle, even while the issue may not really drive votes.\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>Indeed, it’s hard to really tell how much voters care about the topic. When pollsters ask Republican voters their top priorities, the economy tends to come out on top. Immigration is also up there. Foreign policy, sometimes. Often, education is toward the bottom, if it ranks at all.\u003c/p>\n\u003cp>“People confuse the yelling for the priorities. They confuse passion for prioritization,” said Frank Luntz, a Republican strategist who has conducted many voter focus groups.\u003c/p>\n\u003cp>“Yes, transgender and all of that gets people to yell. But that’s not what people really care about,” he added.\u003c/p>\n\u003ch3>A one-size-fits-all issue\u003c/h3>\n\u003cp>First, an important distinction: in this primary, talking about schools and talking about education are often different things.\u003c/p>\n\u003cp>A lot of the Republicans’ campaign rhetoric hasn’t been about student achievement, school choice or standardized testing. Rather, it’s about playing out culture wars on the battleground of K-12 schools.\u003c/p>\n\u003cp>And while that may not be the issue pushing voters toward one candidate or another, \u003cem>schools\u003c/em> nevertheless play an important role for candidates. The topic of schools is a powerful tool for the candidates to tell voters the story of who they are.\u003c/p>\n\u003cp>Trump, for example, uses the topic of schools as a way of telling his crowds that so-called “political correctness” and “wokeism” have gone too far. His argument is that he is the man to stop the excesses of what he calls “the radical left.”\u003c/p>\n\u003cp>DeSantis takes a similar tack, but leans into the issue harder than Trump, using it as an opportunity to tell voters about his record as governor of Florida — to show them that he’s doing the work of reining in liberals.\u003c/p>\n\u003cp>In that Davenport speech, for example, he laid out his record: “We enacted a parent’s bill of rights. We protected women’s sports in Florida. We banned the transgender surgeries for the minor kids in Florida. We enacted universal school choice. We eliminated the ideology, the CRT and the gender ideology in schools.”\u003c/p>\n\u003cp>For former South Carolina Gov. Nikki Haley, it’s about presenting herself as no-nonsense, as well as emphasizing her role as the sole woman in the Republican field.\u003c/p>\n\u003cp>In a stump speech in Waukee, Iowa this month, Haley did address weaknesses in the U.S. education system: “Only 31% of eighth graders are proficient in reading. Thirty-one percent. Only 27% of eighth graders are proficient in math. We don’t do something about this, we’re going to be in a world of hurt ten years from now.”\u003c/p>\n\u003cp>She also later stressed transgender girls playing girls’ sports — a topic she has called “the women’s issue of our time.”\u003c/p>\n\u003cp>“Strong girls become strong women. Strong women become strong leaders. None of that happens if you have biological boys playing in women’s sports. We’ve got to cut that out,” she said.\u003c/p>\n\u003cp>That line got big applause.\u003c/p>\n\u003ch3>Too much emphasis on schools (not enough on education)?\u003c/h3>\n\u003cp>Focusing on cultural issues in schools may fire up the base, but to Luntz, talking about actual educational achievement could win more voters. Luntz points to DeSantis as the candidate he thinks is getting this the most wrong.\u003c/p>\n\u003cp>“He’s using it as a surrogate for the culture wars, and that’s not the way to approach education. The public wants to take partisan politics out of education,” Luntz explained.\u003c/p>\n\u003cp>The story of Republican candidates talking about schools goes back to school closures during the early days of the COVID-19 pandemic, says Luntz. In addition to worrying about learning loss, parents also got a view of school curricula, and some didn’t like what they saw — whether it was about culture or simply about how reading and math were taught.\u003c/p>\n\u003cp>All of that may be true, but according to Heather Harding, schools also got weaponized for political purposes. Harding is educational director of the Campaign for Our Shared Future, which focuses on equity in education.\u003c/p>\n\u003cp>“I do think that the nation went through a very challenging time during the global pandemic,” she said. “I think that the political strategists then leveraged that fear and discontent to really gin up a lot of things in misinformation.”\u003c/p>\n\u003ch3>Strong opinions, but bigger worries\u003c/h3>\n\u003cp>In conversations with Iowa voters over the last few months, few brought up education or schools as a top priority. However, when asked about the issue directly, many did have strong opinions.\u003c/p>\n\u003cp>Dave Meggers is a farmer who came out to see Trump in Davenport in September. He said the price of fuel is his top concern. But when asked about schools, he talked about working with other parents to influence this local district.\u003c/p>\n\u003cp>“We’re tough on our school board down there on different such situations,” he explained. “One thing was, you know, the books in school and stuff like that. And we we were one of the first ones down there to get our kids out of masks, too.”\u003c/p>\n\u003cp>Lori Tiangco was volunteering for DeSantis at a November rally in Des Moines. Unlike Meggers – and many Republican voters – cultural issues in schools are a top priority for her. She spoke about her grandson and how his parents reacted to the school’s teaching about LGBT issues.\u003c/p>\n\u003cp>“They pulled him out and homeschooled him because they didn’t want that be enforced on them, which goes against our, you know, the Christian moral values that we have,” she said.\u003c/p>\n\u003cp>But there’s a wide range of opinions. At a recent Nikki Haley event in Clear Lake, Stacey Doughan – the president of the city’s Chamber of Commerce – said the focus on culture war issues leaves her cold.\u003c/p>\n\u003cp>“I think that when you take it down to race and gender, you’re really missing the point,” she said. “Whatever we need to do to make it so our kids are able to go to school, to enjoy going to school and to learn what they need to learn to be competitive in an international market today is what’s really important.”\u003c/p>\n\u003cp>Indeed, that Haley event had at least one voter who disagrees on a key Republican culture war issue.\u003c/p>\n\u003cp>“This is my only point of contention that I have with her,” said Michelle Garland, a psychology professor at nearby Waldorf University, of Haley. “The suicide rate among gay teens is the highest of all groups, and they have a right to be called by whatever gender they prefer to be called by. It’s not our business to tell somebody who they are.”\u003c/p>\n\u003cp>That makes Garland unusual among GOP primary voters. But then, this is the thing about prioritization – trans kids aren’t her top priority. Israel is. And she likes where Haley stands on Israel.\u003c/p>\n\u003cp>Moreover, Garland is, simply put, a Nikki Haley superfan.\u003c/p>\n\u003cp>“I fell in love with Nikki the first time she spoke from the U.N.,” she remembered. “And then when she announced she was running for president, it just made my day.”\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>So to the extent that Haley is using education to tell voters who she is, voters like Garland don’t need to hear it. Garland already liked her from the start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+schools+%28but+not+necessarily+education%29+became+central+to+the+Republican+primary&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62872/how-schools-but-not-necessarily-education-became-central-to-the-republican-primary","authors":["byline_mindshift_62872"],"categories":["mindshift_194"],"tags":["mindshift_21343","mindshift_21753","mindshift_21314","mindshift_21537"],"featImg":"mindshift_62873","label":"mindshift"},"mindshift_62771":{"type":"posts","id":"mindshift_62771","meta":{"index":"posts_1716263798","site":"mindshift","id":"62771","score":null,"sort":[1701269120000]},"guestAuthors":[],"slug":"free-covid-tests-headed-to-nations-schools","title":"Free COVID Tests Headed to Nation's Schools","publishDate":1701269120,"format":"standard","headTitle":"Free COVID Tests Headed to Nation’s Schools | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community. ","status":"publish","parent":0,"modified":1720205278,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":660},"headData":{"title":"Free COVID Tests Headed to Nation's Schools | KQED","description":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Starting in early December, about 19,000 school districts will have the chance to order free rapid COVID tests from the federal stockpile for their students, staff and others in the community.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Free COVID Tests Headed to Nation's Schools","datePublished":"2023-11-29T06:45:20-08:00","dateModified":"2024-07-05T11:47:58-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Patrick Sison","nprByline":"Will Stone","nprImageAgency":"AP","nprStoryId":"1215787045","nprApiLink":"http://api.npr.org/query?id=1215787045&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/11/29/1215787045/free-covid-tests-headed-to-nations-schools?ft=nprml&f=1215787045","nprRetrievedStory":"1","nprPubDate":"Wed, 29 Nov 2023 08:59:00 -0500","nprStoryDate":"Wed, 29 Nov 2023 08:59:45 -0500","nprLastModifiedDate":"Wed, 29 Nov 2023 08:59:45 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62771/free-covid-tests-headed-to-nations-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\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>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62771/free-covid-tests-headed-to-nations-schools","authors":["byline_mindshift_62771"],"categories":["mindshift_21345"],"tags":["mindshift_21852","mindshift_21343","mindshift_268","mindshift_21851"],"featImg":"mindshift_62772","label":"mindshift"},"mindshift_62694":{"type":"posts","id":"mindshift_62694","meta":{"index":"posts_1716263798","site":"mindshift","id":"62694","score":null,"sort":[1699268427000]},"guestAuthors":[],"slug":"schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","title":"Schools’ Missions Shifted During the Pandemic With Health Care, Shelter and Adult Education","publishDate":1699268427,"format":"standard","headTitle":"Schools’ Missions Shifted During the Pandemic With Health Care, Shelter and Adult Education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","status":"publish","parent":0,"modified":1720205252,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":912},"headData":{"title":"Schools’ Missions Shifted During the Pandemic With Health Care, Shelter and Adult Education | KQED","description":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools’ Missions Shifted During the Pandemic With Health Care, Shelter and Adult Education","datePublished":"2023-11-06T03:00:27-08:00","dateModified":"2024-07-05T11:47:32-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\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\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","authors":["byline_mindshift_62694"],"categories":["mindshift_192","mindshift_21345","mindshift_21504"],"tags":["mindshift_20806","mindshift_21343","mindshift_21834","mindshift_21836","mindshift_21704","mindshift_21837","mindshift_21835"],"featImg":"mindshift_62700","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. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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