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We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn.\u003c/p>\n\n\n\n\u003cp>MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n\n\n\n\n\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[{"blockName":"core/image","attrs":{"id":23752,"sizeSlug":"large","linkDestination":"none"},"innerBlocks":[],"innerHTML":"\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png\" alt=\"\" class=\"wp-image-23752\"/>\u003c/figure>\n","innerContent":["\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png\" alt=\"\" class=\"wp-image-23752\"/>\u003c/figure>\n"]},{"blockName":"core/paragraph","attrs":[],"innerBlocks":[],"innerHTML":"\n\u003cp>MindShift explores the future of learning and how we raise our kids. 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Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n"]},{"blockName":"core/paragraph","attrs":[],"innerBlocks":[],"innerHTML":"\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n","innerContent":["\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. 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Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Twitter\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. Ki Sung is MindShift’s senior editor. 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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_64244":{"type":"posts","id":"mindshift_64244","meta":{"index":"posts_1716263798","site":"mindshift","id":"64244","score":null,"sort":[1720795928000]},"guestAuthors":[],"slug":"social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","title":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary","publishDate":1720795928,"format":"standard","headTitle":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"Tweens are now major consumers of skin care products, fueled by social media. But dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","status":"publish","parent":0,"modified":1721065651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1493},"headData":{"title":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary | KQED","description":"Dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Dermatologists are seeing kids with rashes caused by products not meant for young skin. What should tweens be using?","schema":{"@context":"http://schema.org","@type":"Article","headline":"Social Media Is Fueling a Tween Skin Care Craze. Some Dermatologists Are Wary","datePublished":"2024-07-12T07:52:08-07:00","dateModified":"2024-07-15T10:47:31-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Maria Godoy","nprStoryId":"nx-s1-4990677","nprHtmlLink":"https://www.npr.org/sections/shots-health-news/2024/07/12/nx-s1-4990677/teens-skin-care-social-media-tweens-tiktok-influencers","nprRetrievedStory":"1","nprPubDate":"2024-07-12T05:00:38.022-04:00","nprStoryDate":"2024-07-12T05:00:38.022-04:00","nprLastModifiedDate":"2024-07-12T05:01:11.345-04:00","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/07/20240708_me_the_skin_care_craze_among_teen_and_tweens_has_dermatologists_wary.mp3?size=3218330&d=201103&e=nx-s1-4990677","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64244/social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/07/20240708_me_the_skin_care_craze_among_teen_and_tweens_has_dermatologists_wary.mp3?size=3218330&d=201103&e=nx-s1-4990677","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dermatologist \u003ca href=\"https://www.houshmanddermatology.com/\">Elizabeth Houshmand\u003c/a> sees a lot of tweens and teens in her Dallas practice. A few months ago, a mother brought her 9-year-old daughter in with a significantly red, itching face. It turns out the daughter had been using a moisturizer that she’d seen \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">promoted on social media.\u003c/a>\u003c/p>\n\u003cp>“The mom felt so bad,” she says, “because she had purchased it for her. A lot of her friends were using this particular brand’s products.”\u003c/p>\n\u003cp>But neither mother nor child realized that the moisturizer contained glycolic acid, an exfoliating ingredient that can be too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>“It’s not the product. Those are good products if used by the right person. It’s the fact that it’s the wrong product for that age demographic,” Houshmand says.\u003c/p>\n\u003cp>As teens and tweens have become major consumers of skin care products, dermatologists are seeing more of these types of cases. It’s a trend \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">fueled by social media\u003c/a>, which is awash with young influencers demonstrating their multistep skin care routines, some of which feature products that are quite pricey.\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>\u003ca href=\"https://www.uclahealth.org/providers/carol-cheng\">Carol Cheng\u003c/a>, a pediatric dermatologist at the University of California, Los Angeles, says she’s also seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless, poreless look promoted on Instagram and TikTok as “\u003ca href=\"https://www.allure.com/story/how-to-get-glass-skin-korean-beauty\">glass skin\u003c/a>.”\u003c/p>\n\u003cp>“Unfortunately, that can backfire, causing redness, peeling, flaking, burning,” Cheng says. “And so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.”\u003c/p>\n\u003cp>In some cases, she says patients as young as 8 or 9 are coming in with bad reactions to these beauty products.\u003c/p>\n\u003cp>One problem is that kids — along with their parents — may not realize that some of these viral beauty products include active ingredients, such as chemical exfoliants known as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6017965/\">AHAs and BHAs\u003c/a>, which help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens who have yet to go through puberty.\u003c/p>\n\u003cp>“Their skin barrier can be compromised more easily,” Cheng says. “Their skin is more sensitive, you know — the skin’s not as robust. And so, any of these products can affect their skin more easily or cause irritation.”\u003c/p>\n\u003cp>\u003ca href=\"https://metropolisdermatology.com/our-team-dermatology-office-brentwood/jayden-galamgam/\">Jayden Galamgam\u003c/a>, a pediatric dermatology fellow at UCLA, says he has also seen kids come in with \u003ca href=\"https://my.clevelandclinic.org/health/diseases/6173-contact-dermatitis\">allergic contact dermatitis\u003c/a> caused by repeated exposure to active ingredients. “If your skin repeatedly comes into contact with an ingredient, it can become sensitized to it and you can develop allergic rashes from it,” he explains.\u003c/p>\n\u003cp>So what should a skin care routine look like for a tween or young teen? Houshmand says to keep it simple.\u003c/p>\n\u003cp>“Basic skin care for that demographic should just be just a very mild, gentle cleanser. Maybe some moisturizer and a sunscreen — nothing more,” Houshmand says.\u003c/p>\n\u003cp>She says for teens battling acne, over-the-counter products with ingredients like \u003ca href=\"https://my.clevelandclinic.org/health/drugs/18363-benzoyl-peroxide-cream-gel-or-lotion\">benzoyl peroxide\u003c/a> are fine, though it’s a good idea to check in with their pediatrician or a dermatologist.\u003c/p>\n\u003cp>Cheng notes that even though many of the viral beauty products promoted to teens on social media come with hefty price tags, good skin care doesn’t have to cost a lot.\u003c/p>\n\u003cp>“Drugstore products are completely fine and have the same sort of benefits as the fancy ones you can find at Sephora or some of the department stores,” Cheng says.\u003c/p>\n\u003cp>Parents should be alert to the active ingredients in the products their children are using, Cheng advises, so they can steer their kids away from potential irritants.\u003c/p>\n\u003cp>Houshmand says there are upsides to this social media-fueled interest in skin care. For one thing, kids are learning about the importance of using sunscreen at an earlier age. And it’s also an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>“I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself, because the skin really reflects what’s going on internally,” Houshmand says.\u003c/p>\n\u003cp>She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health but in good skin too.\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>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>LEILA FADEL, HOST:\u003c/p>\n\u003cp>Teens and tweens are becoming major consumers of skin care products. Some are responding to young influencers demonstrating pricey skincare routines on social media, but do kids really need them? NPR’s Maria Godoy finds out.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: Like a lot of teens, 14-year-old Stella Siers cares about having clear skin.\u003c/p>\n\u003cp>STELLA SIERS: I try and take care of it as much as I can, so if, ooh, I see a pimple, I’m going put a patch on it. I’m going to take care of it, ’cause it’s just important that my face is healthy and looking good.\u003c/p>\n\u003cp>GODOY: To keep her skin free of the bumps and pimples that come with adolescence, she relies on a multistep routine that includes an acne face wash, a mild moisturizer, a hydrating serum and sunscreen. One of her favorite products was made famous on TikTok. It’s a watermelon toner which comes in an eye-catching translucent pink bottle.\u003c/p>\n\u003cp>STELLA: I love it. It’s my favorite. I got all of it. That’s, like, the only thing I’m like, ooh, that looks nice – I’m going to get it.\u003c/p>\n\u003cp>GODOY: Like millions of other teens and tweens, Stella says she’s tempted to try skin care products that pop up on her social media feed.\u003c/p>\n\u003cp>FADEL: I see it, and I’m like, OK, everyone has this. Let me try it out.\u003c/p>\n\u003cp>GODOY: Now, Stella’s mom is a nurse practitioner, so she steers the teen away from ingredients that aren’t appropriate for her age – things like retinol, which increases cell turnover but can also make skin more sensitive to the sun. but not all kids or parents are as aware of potential pitfalls. Dr. Carol Cheng is a pediatric dermatologist at UCLA. She says she’s been seeing more kids and adolescents come in with rashes caused by layering on too many products in pursuit of a flawless look, promoted on Instagram and TikTok as glass skin.\u003c/p>\n\u003cp>CAROL CHENG: Unfortunately, that can backfire, causing redness, peeling, flaking, burning, and so we see patients coming in for these concerns more than we did a couple years ago, at younger ages.\u003c/p>\n\u003cp>GODOY: In some cases, she says, patients as young as 8 or 9 are coming in with bad reactions to these beauty products. One problem is that kids and their parents may not realize that some of these viral beauty products include active ingredients such as chemical exfoliants, known as AHAs and BHAs, that help remove dead skin cells and oil. While those ingredients can be appropriate for teens with oily skin, Cheng says they’re too harsh for the thinner skin of preteens.\u003c/p>\n\u003cp>CHENG: Their skin barrier can be compromised more easily. Their skin’s more sensitive. Their skin’s not as robust, and so any of these products can affect their skin more easily and cause irritation.\u003c/p>\n\u003cp>GODOY: So what should a skin care routine look like for a tween or young teen? Dr. Elizabeth Houshmand is a dermatologist in Dallas who sees many patients in this age group. Her advice is to keep it simple.\u003c/p>\n\u003cp>ELIZABETH HOUSHMAND: Basic skin care for that demographic should just be a very mild, gentle cleanser, maybe some moisturizer and a sunscreen – nothing more.\u003c/p>\n\u003cp>GODOY: She says for teens battling acne, over-the-counter products with ingredients like benzoyl peroxide are fine, though it’s a good idea to check in with their pediatrician or a dermatologist. Houshmand says one upside of this social-media-fueled interest in skin care is that it’s an opportunity to educate teens and tweens that good skin begins with healthy habits.\u003c/p>\n\u003cp>HOUSHMAND: I always tell patients, I can’t give you beautiful skin unless you are healthy and you take care of yourself because the skin really reflects what’s going on internally.\u003c/p>\n\u003cp>GODOY: She says exercise, a balanced diet and a good night’s sleep can all play a role not just in good health, but good skin, too.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64244/social-media-is-fueling-a-tween-skin-care-craze-some-dermatologists-are-wary","authors":["byline_mindshift_64244"],"categories":["mindshift_194","mindshift_21385","mindshift_20874"],"tags":["mindshift_21473","mindshift_20568","mindshift_290","mindshift_1038","mindshift_21680"],"featImg":"mindshift_64245","label":"mindshift"},"mindshift_64150":{"type":"posts","id":"mindshift_64150","meta":{"index":"posts_1716263798","site":"mindshift","id":"64150","score":null,"sort":[1720605600000]},"guestAuthors":[],"slug":"are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","title":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation","publishDate":1720605600,"format":"standard","headTitle":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","status":"publish","parent":0,"modified":1720621959,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1425},"headData":{"title":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation | KQED","description":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Some Children Really More Sensitive? Research Says Yes, But It Varies by Situation","datePublished":"2024-07-10T03:00:00-07:00","dateModified":"2024-07-10T07:32:39-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","nprStoryId":"kqed-64150","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Sensitive children often get a bad rap. They can be labeled as “difficult,” “dramatic” or “spoiled,” and often parents are blamed for coddling or over-accommodating them. Yet, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666332/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increasingly suggests that children show real differences in sensitivity and respond to parenting differently as a result. In other words, some children really \u003cem>are\u003c/em> more sensitive than other children and it isn’t just an excuse that parents use for “misbehavior.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way that researchers have conceptualized sensitive children is the \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41398-017-0090-6.pdf\">\u003cspan style=\"font-weight: 400\">Orchid-Dandelion metaphor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to this metaphor, some children are orchids, meaning they thrive only under ideal conditions and are very sensitive to changes in their environment. Orchid children are contrasted with dandelion children, meaning children that can flourish in any environment and who are not very sensitive to environmental changes. According to this study, about 31% of people are orchids and 29% are dandelions. Researchers also found that about 40% of people are tulips, meaning they show a level of sensitivity somewhere in between dandelions and orchids (that is, they don’t necessarily need ideal conditions like orchids but can’t flourish in any condition like dandelions). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4ADAF88C7F63FF2C2CDE99880943C3B7/S0954579421000821a.pdf/div-class-title-beyond-orchids-and-dandelions-susceptibility-to-environmental-influences-is-not-bimodal-div.pdf\">\u003cspan style=\"font-weight: 400\">Some researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argue that the Orchid-Dandelion metaphor is an oversimplification and that sensitivity occurs on a spectrum. Researchers also argue that most children are not simply sensitive across the board but show a unique profile of sensitivities. For example, your child may be very sensitive to changes in their sleep but not very sensitive to changes in their routine, or they may be the pickiest eater but can jump into any new situation without hesitating. Although the Orchid-Dandelion metaphor may be an oversimplification, it does help us to understand that sensitivity is all about how children respond to their environment. Being sensitive doesn’t mean that there is anything wrong with the child themselves. Rather, it means that we might have to alter the environment in order to optimally meet their needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sensitivity in children is also discussed in the framework of being a “highly sensitive person” (HSP). This term was coined by psychologist Elaine Aron in 1997 in her book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Highly Sensitive Person: How to Thrive When the World Overwhelms You\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Being a highly sensitive person is not an official diagnosis or mental condition, but \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/9248053/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that it is a personality difference characterized by being more hesitant in new situations and showing more sensitivity in sensory input (such as being more reactive to pain, noise or lack of sleep). \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4086365/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds real neurobiological differences in how highly sensitive individuals respond to their environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent study provides some new insights into sensitivity in children and what we can do as parents. This \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13531\">\u003cspan style=\"font-weight: 400\">new study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at how a child’s sensitivity impacts their development later in life and found some interesting results. This study looked at how sensitive children were to the following influences at age 3: \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>1. Parent praise\u003c/p>\n\u003cp>2. Parent stress\u003c/p>\n\u003cp>3. Child mood\u003c/p>\n\u003cp>4. Child sleep\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Any parent of a toddler (especially any parent of a sensitive toddler) will get a kick out of this — the researchers measured sensitivity of children during toothbrushing. Parents submitted videos of their children during toothbrushing for two weeks and kept diaries of their children’s moods and sleep. An interesting aside is that this research group found in a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930564/\">\u003cspan style=\"font-weight: 400\">previous study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children brushed their teeth for longer when their parents used more praise and less direct instruction and on days when they were in a better mood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the children were 5 to 7 years old, researchers asked parents to report on the child’s problems, including both behavioral and mental health problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found the following: \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Some children are more sensitive to praise from their parents and this type of sensitivity is linked with fewer problems later in life:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children who were more sensitive to their parents’ praise at age 3 showed fewer behavior problems and fewer symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Some children are more sensitive to changes in their own mood and this type of sensitivity is linked with more problems later in life\u003c/b>\u003cspan style=\"font-weight: 400\">: Children whose behavior was more impacted by their own mood at age 3 showed more symptoms of depression and anxiety at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Praise from parents regardless of child sensitivity is linked with fewer behavior problems:\u003c/b>\u003cspan style=\"font-weight: 400\"> When parents praised their children more frequently and more consistently at age 3, their children show fewer behavior problems at age 5 to 7. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Sensitivity to mood and parent stress are related\u003c/b>\u003cspan style=\"font-weight: 400\">: Children who were more sensitive to changes in their own mood were also more sensitive to changes in their parent’s stress. However, sensitivity to parent stress was not related to problems later in life. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have a more sensitive child, you can rest assured that it isn’t all in your head and it isn’t your fault. We need more research on this topic, but the research we have suggests some ways that parents can think about sensitive children and support these children to the best of their ability. So how might this research influence your parenting? \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Remember that sensitivity isn’t necessarily a bad thing. \u003c/b>\u003cspan style=\"font-weight: 400\">The children who were more sensitive to praise in the study described above showed fewer problems later in life. We need more research on this topic but it is possible that sensitive children may have the advantage of being more sensitive to some positive influences as well. Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Accept that some children are just more sensitive, but sensitivity may be more complicated than you think\u003c/b>\u003cspan style=\"font-weight: 400\">. This study, along with previous research, suggests that children may be differently sensitive to different influences. In other words, you shouldn’t assume that your child (or any child) is generally “sensitive” but rather it might be more helpful to think about the specific situations that trigger sensitivity. For example, your child may be more sensitive to influences at home than at school. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Teach new skills to children who are sensitive to changes in their own mood. \u003c/b>\u003cspan style=\"font-weight: 400\">The study described above found that the children who were less sensitive to changes in their own mood showed less behavior problems later in childhood. We can support these more sensitive children by teaching them coping skills so behavior doesn’t have to always be dictated by their mood. This does not mean that you are teaching your child not to experience the emotion — only that emotions don’t always have to change their behavior. This is often the goal of therapy for both adults and children. Coping skills could include deep breathing, taking a break and self-talk, such as telling themselves, “Even though I am nervous, I can still do it!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Know your child and provide extra support to them in the areas that they are more sensitive.\u003c/b>\u003cspan style=\"font-weight: 400\"> Think about your own child. When do they show orchid, dandelion and tulip behavior? Sensitivity in children is all about how children respond to their environment. So think about how you can change the environment to help them. For example, if you have a child that is very sensitive to changes in plans, you can prepare them for the possibility of any changes or help them to learn coping strategies to handle these changes. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Regardless of sensitivity, praise your child frequently and consistently\u003c/b>\u003cspan style=\"font-weight: 400\">. Previous \u003ca href=\"https://www.psychologytoday.com/us/blog/parenting-translator/202203/should-parents-really-stop-praising-their-children\">research\u003c/a> finds many benefits of praise. The study described above adds to this by suggesting that, if your child seems to respond well to praise, it is even more important to praise them frequently and consistently. This study did not look at the type of praise but \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Andrei-Cimpian/publication/6360300_Subtle_Linguistic_Cues_Affect_Children%27s_Motivation/links/5e9ccd4d299bf13079aa3266/Subtle-Linguistic-Cues-Affect-Childrens-Motivation.pdf\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that parents should praise based on effort and hard work rather than characteristics of the child, such as, “You did a great job listening to me” vs. “You are a good listener.”\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>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64150/are-some-children-really-more-sensitive-research-says-yes-but-it-varies-by-situation","authors":["byline_mindshift_64150"],"categories":["mindshift_21504","mindshift_21280"],"tags":["mindshift_20568","mindshift_21706","mindshift_290","mindshift_21703","mindshift_943"],"featImg":"mindshift_64156","label":"mindshift"},"mindshift_64182":{"type":"posts","id":"mindshift_64182","meta":{"index":"posts_1716263798","site":"mindshift","id":"64182","score":null,"sort":[1720452304000]},"guestAuthors":[],"slug":"college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","title":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It","publishDate":1720452304,"format":"standard","headTitle":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Walmart \u003ca href=\"https://corporate.walmart.com/news/2023/09/28/all-learning-counts-at-walmart-5-ways-we-re-investing-in-more-opportunities-to-grow\">stopped requiring college degrees\u003c/a> for most of its corporate jobs last year, the company confronted three deep truths about work and schooling:\u003c/p>\n\u003cp>A college diploma is only a proxy for what someone knows, and not always a perfect one. A degree’s high cost sidelines many people. For industries dominated by workers without degrees, cultivating future talent demands a different playbook.\u003c/p>\n\u003cp>Some of the nation’s largest employers, including Walmart and McDonald’s, are now broaching a new frontier in higher education: convincing colleges to give retail and fast-food workers credit for what they learn on the job, counting toward a degree.\u003c/p>\n\u003cp>Behind the scenes, executives often paint a grander transformation of hiring, a world where your resume will rely less on titles or diplomas and act more like a passport of skills you’ve proven you have.\u003c/p>\n\u003cp>For now, companies and educators are only starting to chip away at one of the first steps: figuring out how much college credit a work skill is worth.\u003c/p>\n\u003ch3>Getting credit for Walmart training\u003c/h3>\n\u003cp>Something unusual happened to Bonnie Boop one semester.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’d returned to college in her late 40s using Walmart’s \u003ca href=\"https://www.npr.org/2021/07/27/1021380394/walmart-offering-full-college-tuition-and-books-for-employees\">tuition-assistance program\u003c/a> after joining the company as a part-time stocker. In her younger years, she had gotten two associate degrees, so her children used to joke that she might as well say she’d gone to school for four years. But to her, it wasn’t the same.\u003c/p>\n\u003cp>“Bachelor’s degrees tend to open more doors,” Boop says. Plus, she says, she persisted for “the principle of it all.”\u003c/p>\n\u003cp>At Walmart, Boop stocked health and beauty aisles in the evenings after another day job. Later, she went full time and got promoted to supervise others. This required new training at “Walmart Academy”: brief, intensive courses on leadership, financial decision-making and workforce planning.\u003c/p>\n\u003cp>Then one day, looking at Boop’s upcoming business-operations class at Southern New Hampshire University, which Boop attended online from Alabama, her adviser found the record showing she’d already taken the course.\u003c/p>\n\u003cp>“But I didn’t,” Boop says. “And she said, ‘Yes, you got credit from Walmart Academy.’ And I said, what?”\u003c/p>\n\u003cp>Through corporate training and certificates that convert to college credit, Walmart Academy aims to get workers as far as halfway to a college degree, the organization’s chief told NPR. Boop had done several such programs, which let her bypass two college courses.\u003c/p>\n\u003cp>At her rate of study, “that would have been two semesters’ worth,” Boop says. “I was like, wow!”\u003c/p>\n\u003cp>Studying while also holding down a job meant staying up late after her shift that ended at 11 p.m. and keeping a meticulous schedule of big school projects to do on her days off. After 2 1/2 years of this, expedited by her associate degrees, Boop watched her photo slide across the screen at the virtual graduation in December.\u003c/p>\n\u003cp>Wearing her cap and gown, she posed for photos with her new diploma: Bachelor of Science in business administration, with a concentration in industrial organizational psychology. Today, Boop is her store’s “people lead” overseeing more than 200 workers.\u003c/p>\n\u003ch3>What’s in it for corporations?\u003c/h3>\n\u003cp>Many American universities have long offered credit for corporate training by companies like Google, IBM or Microsoft. For work in retail and fast food, the process is nascent.\u003c/p>\n\u003cp>McDonald’s is working with several community colleges to build a path for converting on-the-job skills, like safe food handling or customer service, into credit toward degrees in culinary arts, hospitality or insurance. Walmart has over a dozen short-form certificates and 25 training courses — in tech, leadership, digital operations — that translate to credit at partner universities. The car-service chain Jiffy Lube has its own college credit program, too.\u003c/p>\n\u003cp>“For adults who feel like they weren’t college material, what we are able to do is say, ‘You are. And you’re doing college-level work already,’” says Amber Garrison Duncan, who runs the nonprofit Competency-Based Education Network that connects employers and higher-education institutions.\u003c/p>\n\u003cp>Educators hope this brings more students into the fold — expanding access to education and allowing more people to achieve better-paying, more-secure careers with less debt and fewer years of juggling work and study.\u003c/p>\n\u003cp>For companies that offer tuition assistance to employees, the idea that work skills should count toward college credit makes financial sense: It means a student spends less time in school and doesn’t have to pay for classes that would teach them something they already know.\u003c/p>\n\u003cp>And paying for tuition can attract workers in a competitive labor market and keep them longer, slowing turnover, saving money on recruitment and training, and cultivating more loyalty to the employer.\u003c/p>\n\u003cp>McDonald’s and Amazon executives say this is exactly their motivation, noting that many people use their jobs as stepping stones to elsewhere. Walmart’s executives differ, saying that their goal is to build a pipeline of talent from the front lines to open positions within the company.\u003c/p>\n\u003ch3>The U.S. military paved the way, but it’s not the same\u003c/h3>\n\u003cp>Counting existing knowledge toward a degree is not a radical idea. Plenty of high school students get a head start on college with credit for AP, or “advanced placement,” classes. Many colleges also offer “credit for prior learning” that lets students skip foreign-language classes if they’re already fluent — or test out of courses through special exams or assessments.\u003c/p>\n\u003cp>The U.S. military took the idea further in recent decades. It worked with the American Council on Education to build a comprehensive database of how its jobs and training programs translate to college credit.\u003c/p>\n\u003cp>“There’s no rule about what colleges and universities have to accept,” says ACE’s Derrick Anderson. “But they can look at the person’s military record … and they figure out how much credit they want to award.”\u003c/p>\n\u003cp>This and other education support made the military “a powerful engine of socioeconomic mobility,” Anderson says. His group’s \u003ca href=\"https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Students.aspx\">database of recommended credit\u003c/a> now spans work experience beyond the military: government, nonprofits, apprenticeships.\u003c/p>\n\u003cp>“What I see working with employers, higher education and workforce organizations is a growing understanding that work and learning have been two silos in the past and can’t be two silos in the future,” says Haley Glover, director of Aspen Institute’s UpSkill America initiative.\u003c/p>\n\u003ch3>What about skills simply gained by working?\u003c/h3>\n\u003cp>For now, most of the college credit for work experience focuses on “prior learning” that’s taught in a classroom — standardized, structured and measurable enough to fit rigid criteria — such as training or certification programs.\u003c/p>\n\u003cp>Figuring out how to map on-the-job skills gained otherwise is the big leap.\u003c/p>\n\u003cp>“It’s a complex thing,” Glover says. “It requires an employer to be very rigorous about how they’re codifying and assessing, and that’s a capacity that a lot of employers don’t have. It also requires institutions of learning to be very open and progressive.”\u003c/p>\n\u003cp>Historically, some colleges have allowed students to present a portfolio, diligently documenting learnings on and off the job.\u003c/p>\n\u003cp>The McDonald’s pilot program is considering how this could work for restaurant employees. Some schools offer a separate course, for example, specifically for compiling a work-skills portfolio.\u003c/p>\n\u003cp>But expanding this system to the retail and food-service universe would require an army of academics willing to perform individual reviews. That’s a tremendous amount of time, and professors are often hesitant to commit — especially if it means they’d miss out on a potential student.\u003c/p>\n\u003cp>“This definitely is a process that disrupts what traditional higher ed is used to, in terms of seat time — credit for sitting in a class and doing assignments,” says Brianne McDonough at the workforce development nonprofit Jobs for the Future. “It’s a big change.”\u003c/p>\n\u003cp>Then, there are more basic challenges. Many workers simply don’t know about their employers’ education offers or struggle to navigate the application bureaucracies. They often receive little scheduling leeway to balance their working and studying hours.\u003c/p>\n\u003cp>“Shockingly tragic” was how Anderson described the small share of workers taking advantage of corporate college perks.\u003c/p>\n\u003cp>That’s partly why hiring and education officials talk about a \u003ca href=\"https://hbr.org/2023/03/the-new-collar-workforce\">“skills-first approach” to higher education\u003c/a> — a future of short-form certificates and credentials weighed on par with college degrees.\u003c/p>\n\u003cp>“This is a problem that a lot of companies are trying to solve for,” says Lorraine Stomski, who heads Walmart’s learning and leadership programs. “What are the rules of the future?”\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":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","status":"publish","parent":0,"modified":1720452341,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1543},"headData":{"title":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It | KQED","description":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64183","twTitle":"","twDescription":"","twImgId":"mindshift_64183","socialDescription":"Imagine a world in which your resume relies less on titles or diplomas and acts more like a passport of skills you’ve proven you have.","schema":{"@context":"http://schema.org","@type":"Article","headline":"College Credit for Working Your Job? Walmart and McDonald’s Are Trying It","datePublished":"2024-07-08T08:25:04-07:00","dateModified":"2024-07-08T08:25:41-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Alina Selyukh","nprStoryId":"nx-s1-4758144","nprHtmlLink":"https://www.npr.org/2024/07/08/nx-s1-4758144/walmart-mcdonalds-college-degree","nprRetrievedStory":"1","nprPubDate":"2024-07-08T05:00:00-04:00","nprStoryDate":"2024-07-08T05:00:00-04:00","nprLastModifiedDate":"2024-07-08T06:20:34.169-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64182/college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Walmart \u003ca href=\"https://corporate.walmart.com/news/2023/09/28/all-learning-counts-at-walmart-5-ways-we-re-investing-in-more-opportunities-to-grow\">stopped requiring college degrees\u003c/a> for most of its corporate jobs last year, the company confronted three deep truths about work and schooling:\u003c/p>\n\u003cp>A college diploma is only a proxy for what someone knows, and not always a perfect one. A degree’s high cost sidelines many people. For industries dominated by workers without degrees, cultivating future talent demands a different playbook.\u003c/p>\n\u003cp>Some of the nation’s largest employers, including Walmart and McDonald’s, are now broaching a new frontier in higher education: convincing colleges to give retail and fast-food workers credit for what they learn on the job, counting toward a degree.\u003c/p>\n\u003cp>Behind the scenes, executives often paint a grander transformation of hiring, a world where your resume will rely less on titles or diplomas and act more like a passport of skills you’ve proven you have.\u003c/p>\n\u003cp>For now, companies and educators are only starting to chip away at one of the first steps: figuring out how much college credit a work skill is worth.\u003c/p>\n\u003ch3>Getting credit for Walmart training\u003c/h3>\n\u003cp>Something unusual happened to Bonnie Boop one semester.\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>She’d returned to college in her late 40s using Walmart’s \u003ca href=\"https://www.npr.org/2021/07/27/1021380394/walmart-offering-full-college-tuition-and-books-for-employees\">tuition-assistance program\u003c/a> after joining the company as a part-time stocker. In her younger years, she had gotten two associate degrees, so her children used to joke that she might as well say she’d gone to school for four years. But to her, it wasn’t the same.\u003c/p>\n\u003cp>“Bachelor’s degrees tend to open more doors,” Boop says. Plus, she says, she persisted for “the principle of it all.”\u003c/p>\n\u003cp>At Walmart, Boop stocked health and beauty aisles in the evenings after another day job. Later, she went full time and got promoted to supervise others. This required new training at “Walmart Academy”: brief, intensive courses on leadership, financial decision-making and workforce planning.\u003c/p>\n\u003cp>Then one day, looking at Boop’s upcoming business-operations class at Southern New Hampshire University, which Boop attended online from Alabama, her adviser found the record showing she’d already taken the course.\u003c/p>\n\u003cp>“But I didn’t,” Boop says. “And she said, ‘Yes, you got credit from Walmart Academy.’ And I said, what?”\u003c/p>\n\u003cp>Through corporate training and certificates that convert to college credit, Walmart Academy aims to get workers as far as halfway to a college degree, the organization’s chief told NPR. Boop had done several such programs, which let her bypass two college courses.\u003c/p>\n\u003cp>At her rate of study, “that would have been two semesters’ worth,” Boop says. “I was like, wow!”\u003c/p>\n\u003cp>Studying while also holding down a job meant staying up late after her shift that ended at 11 p.m. and keeping a meticulous schedule of big school projects to do on her days off. After 2 1/2 years of this, expedited by her associate degrees, Boop watched her photo slide across the screen at the virtual graduation in December.\u003c/p>\n\u003cp>Wearing her cap and gown, she posed for photos with her new diploma: Bachelor of Science in business administration, with a concentration in industrial organizational psychology. Today, Boop is her store’s “people lead” overseeing more than 200 workers.\u003c/p>\n\u003ch3>What’s in it for corporations?\u003c/h3>\n\u003cp>Many American universities have long offered credit for corporate training by companies like Google, IBM or Microsoft. For work in retail and fast food, the process is nascent.\u003c/p>\n\u003cp>McDonald’s is working with several community colleges to build a path for converting on-the-job skills, like safe food handling or customer service, into credit toward degrees in culinary arts, hospitality or insurance. Walmart has over a dozen short-form certificates and 25 training courses — in tech, leadership, digital operations — that translate to credit at partner universities. The car-service chain Jiffy Lube has its own college credit program, too.\u003c/p>\n\u003cp>“For adults who feel like they weren’t college material, what we are able to do is say, ‘You are. And you’re doing college-level work already,’” says Amber Garrison Duncan, who runs the nonprofit Competency-Based Education Network that connects employers and higher-education institutions.\u003c/p>\n\u003cp>Educators hope this brings more students into the fold — expanding access to education and allowing more people to achieve better-paying, more-secure careers with less debt and fewer years of juggling work and study.\u003c/p>\n\u003cp>For companies that offer tuition assistance to employees, the idea that work skills should count toward college credit makes financial sense: It means a student spends less time in school and doesn’t have to pay for classes that would teach them something they already know.\u003c/p>\n\u003cp>And paying for tuition can attract workers in a competitive labor market and keep them longer, slowing turnover, saving money on recruitment and training, and cultivating more loyalty to the employer.\u003c/p>\n\u003cp>McDonald’s and Amazon executives say this is exactly their motivation, noting that many people use their jobs as stepping stones to elsewhere. Walmart’s executives differ, saying that their goal is to build a pipeline of talent from the front lines to open positions within the company.\u003c/p>\n\u003ch3>The U.S. military paved the way, but it’s not the same\u003c/h3>\n\u003cp>Counting existing knowledge toward a degree is not a radical idea. Plenty of high school students get a head start on college with credit for AP, or “advanced placement,” classes. Many colleges also offer “credit for prior learning” that lets students skip foreign-language classes if they’re already fluent — or test out of courses through special exams or assessments.\u003c/p>\n\u003cp>The U.S. military took the idea further in recent decades. It worked with the American Council on Education to build a comprehensive database of how its jobs and training programs translate to college credit.\u003c/p>\n\u003cp>“There’s no rule about what colleges and universities have to accept,” says ACE’s Derrick Anderson. “But they can look at the person’s military record … and they figure out how much credit they want to award.”\u003c/p>\n\u003cp>This and other education support made the military “a powerful engine of socioeconomic mobility,” Anderson says. His group’s \u003ca href=\"https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Students.aspx\">database of recommended credit\u003c/a> now spans work experience beyond the military: government, nonprofits, apprenticeships.\u003c/p>\n\u003cp>“What I see working with employers, higher education and workforce organizations is a growing understanding that work and learning have been two silos in the past and can’t be two silos in the future,” says Haley Glover, director of Aspen Institute’s UpSkill America initiative.\u003c/p>\n\u003ch3>What about skills simply gained by working?\u003c/h3>\n\u003cp>For now, most of the college credit for work experience focuses on “prior learning” that’s taught in a classroom — standardized, structured and measurable enough to fit rigid criteria — such as training or certification programs.\u003c/p>\n\u003cp>Figuring out how to map on-the-job skills gained otherwise is the big leap.\u003c/p>\n\u003cp>“It’s a complex thing,” Glover says. “It requires an employer to be very rigorous about how they’re codifying and assessing, and that’s a capacity that a lot of employers don’t have. It also requires institutions of learning to be very open and progressive.”\u003c/p>\n\u003cp>Historically, some colleges have allowed students to present a portfolio, diligently documenting learnings on and off the job.\u003c/p>\n\u003cp>The McDonald’s pilot program is considering how this could work for restaurant employees. Some schools offer a separate course, for example, specifically for compiling a work-skills portfolio.\u003c/p>\n\u003cp>But expanding this system to the retail and food-service universe would require an army of academics willing to perform individual reviews. That’s a tremendous amount of time, and professors are often hesitant to commit — especially if it means they’d miss out on a potential student.\u003c/p>\n\u003cp>“This definitely is a process that disrupts what traditional higher ed is used to, in terms of seat time — credit for sitting in a class and doing assignments,” says Brianne McDonough at the workforce development nonprofit Jobs for the Future. “It’s a big change.”\u003c/p>\n\u003cp>Then, there are more basic challenges. Many workers simply don’t know about their employers’ education offers or struggle to navigate the application bureaucracies. They often receive little scheduling leeway to balance their working and studying hours.\u003c/p>\n\u003cp>“Shockingly tragic” was how Anderson described the small share of workers taking advantage of corporate college perks.\u003c/p>\n\u003cp>That’s partly why hiring and education officials talk about a \u003ca href=\"https://hbr.org/2023/03/the-new-collar-workforce\">“skills-first approach” to higher education\u003c/a> — a future of short-form certificates and credentials weighed on par with college degrees.\u003c/p>\n\u003cp>“This is a problem that a lot of companies are trying to solve for,” says Lorraine Stomski, who heads Walmart’s learning and leadership programs. “What are the rules of the future?”\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/64182/college-credit-for-working-your-job-walmart-and-mcdonalds-are-trying-it","authors":["byline_mindshift_64182"],"categories":["mindshift_21478","mindshift_21694"],"tags":["mindshift_21188","mindshift_21261"],"featImg":"mindshift_64183","label":"mindshift"},"mindshift_64139":{"type":"posts","id":"mindshift_64139","meta":{"index":"posts_1716263798","site":"mindshift","id":"64139","score":null,"sort":[1720432832000]},"guestAuthors":[],"slug":"researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","title":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom","publishDate":1720432832,"format":"standard","headTitle":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \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-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\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":"The testing organization that administers the SAT analyzed more than 13,000 essays and found that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading.","status":"publish","parent":0,"modified":1720030680,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1518},"headData":{"title":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED","description":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom","datePublished":"2024-07-08T03:00:32-07:00","dateModified":"2024-07-03T11:18:00-07:00","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/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \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\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \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-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\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/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","authors":["byline_mindshift_64139"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_20818","mindshift_21511"],"featImg":"mindshift_64149","label":"mindshift"},"mindshift_64176":{"type":"posts","id":"mindshift_64176","meta":{"index":"posts_1716263798","site":"mindshift","id":"64176","score":null,"sort":[1720234501000]},"guestAuthors":[],"slug":"disabled-students-are-struggling-to-get-what-they-need-at-school","title":"Disabled Students Are Struggling to Get What They Need at School","publishDate":1720234501,"format":"standard","headTitle":"Disabled Students Are Struggling to Get What They Need at School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sam is a smiling, wiggly six-year-old who loves dinosaurs and “anything big and powerful,” says his mother, Tabitha, a full-time parent and former special education teacher. Sam lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>Sam has significant disabilities including cri-du-chat syndrome — a rare genetic disorder. He can use a walker for short distances, but he mostly gets around using a wheelchair.\u003c/p>\n\u003cp>Lately, Sam has been bestowing Sign names upon everyone in his house— Sam primarily communicates using American Sign Language (ASL) because he’s partially deaf. His own name translates to “Sam Giggles,” which he does a lot.\u003c/p>\n\u003cp>Since Sam started going to school, Tabitha says he has faced a number of challenges getting the services he needs, including classroom instruction in ASL.\u003c/p>\n\u003cp>“How do you teach a child to learn if they don’t even speak the same language as you, and you haven’t found a way to bridge that gap?” Tabitha asks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On top of language barriers in the classroom, Sam also hasn’t been getting special education support, and he has had trouble accessing the school grounds in his wheelchair. Since February of last year, Sam has been doing virtual school, and before that, he was going to school in-person. At first, the school was unable to provide a wheelchair-accessible bus.\u003c/p>\n\u003cp>“I think that these stories are tragic for the teachers. I think they’re tragic for the students,” Tabitha says. “I think what we’ve failed to do as a society is not make it tragic for the people who are making the decisions.”\u003c/p>\n\u003ch3>Seeking solutions\u003c/h3>\n\u003cp>Tabitha has spent years fighting to get Sam the services he needs to get a free and appropriate public education, which is guaranteed by federal law. Eventually, she turned to the federal government for help and filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>It was a culmination of many things – like the fact that Sam’s school acknowledges that he primarily communicates in ASL, and that his hearing could worsen, but he has yet to receive instruction in his native language.\u003c/p>\n\u003cp>District reports say Sam’s current hearing loss does not meet the state of Georgia’s criteria for “deaf or hard of hearing,” meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>“When I got to the point where I felt like I couldn’t do anything about it and yet I knew the law was on my side. That’s when I decided to file.” Tabitha recalled.\u003c/p>\n\u003cp>She felt like a federal complaint was a last resort to get Sam a quality education. But the investigation into his case has been going on for a year and a half now. It’s time that Sam can’t get back.\u003c/p>\n\u003ch3>Scarce resources\u003c/h3>\n\u003cp>Over the course of a year – in 2022 and 2023 – the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. NPR heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>Catherine Lhamon is the assistant secretary of education for civil rights. She says she shares these families’ frustration about long wait times, but that a thorough investigation involves an often complicated, time-consuming process.\u003c/p>\n\u003cp>Lhamon says that the OCR’s investigators are also overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, and a severe special educator shortage around the country. But it’s also about money.\u003c/p>\n\u003cp>“Last year, Congress flat-funded our office. And that has meant that we are not able to bring on new people even though we are now seeing close to double the cases that we were seeing ten years ago,” Lhamon said.\u003c/p>\n\u003cp>While thousands of cases are dragging through the system, there is one option Lhamon says has made faster resolutions possible: early mediation.\u003c/p>\n\u003cp>Now, parents and districts can more easily choose to meet with an OCR mediator instead of going through a formal investigation.\u003c/p>\n\u003cp>For Tabitha and John, mediation didn’t work in a past state complaint, so they opted for an investigation. Now, because of how long the OCR investigation is taking, Tabitha is considering suing the school district.\u003c/p>\n\u003cp>Some of their concerns with the district have deepened since they filed, but they have seen some progress. Sam’s school eventually provided a wheelchair-accessible bus. Last year, Sam got an ASL interpreter, though the district has since taken that service away. The fight has been draining for Tabitha, but it’s one worth waging, she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If Sam’s future is wide open, that’s my dream. I want him to experience what any six year old gets to experience.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ADRIAN FLORIDO, HOST:\u003c/p>\n\u003cp>Sam is a 6-year-old with an infectious laugh.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>FLORIDO: He lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #1: Hi, Ms. Keisha (ph). I just put him down and changed his poopy diaper.\u003c/p>\n\u003cp>KEISHA: All right. Excellent.\u003c/p>\n\u003cp>FLORIDO: Sam starts his day with his nurse, Keisha. He refers to her as robot Keisha in American Sign Language, or ASL. It’s how Sam primarily communicates because he’s partially deaf.\u003c/p>\n\u003cp>TABITHA: So he has just related her to one of her – his favorite things.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #2: OK.\u003c/p>\n\u003cp>TABITHA: And so she does the robot dance for him.\u003c/p>\n\u003cp>FLORIDO: That’s Sam’s mom, Tabitha. She’s a full-time parent and former special educator. Since Sam started going to school, he’s faced quite a few challenges getting the services he needs, including instruction in ASL.\u003c/p>\n\u003cp>TABITHA: How do you teach a child to learn if they don’t even speak the same language as you and you haven’t found a way to bridge that gap?\u003c/p>\n\u003cp>FLORIDO: On top of language barriers in the classroom, Sam also hasn’t been getting special education support and has had trouble accessing the school grounds in his wheelchair.\u003c/p>\n\u003cp>TABITHA: I think that these stories are tragic for the teachers. I think they’re tragic for the students. And I think what we failed to do as a society is not make it tragic for the people who are making the decisions.\u003c/p>\n\u003cp>FLORIDO: After years of fighting to get Sam the services he needs to get the public education he’s guaranteed by federal law, Tabitha eventually turned to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>TABITHA: When I got to the point where I felt like I couldn’t do anything about it, and yet I knew the law was on my side, that’s when I decided to file.\u003c/p>\n\u003cp>FLORIDO: Federal law guarantees every student with a disability a free and appropriate public education, which Tabitha feels Sam is being denied. So Tabitha eventually turns to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>TABITHA: When we don’t teach him to read, he doesn’t have the option to be an explorer through reading. When we don’t teach him to access the building and give him the supports he needs, then he doesn’t make those peer buddies, and his world is limited to just his family and not his community. So that’s what I’m doing. I’m opening up the world.\u003c/p>\n\u003cp>FLORIDO: CONSIDER THIS – the federal government is seeing an all-time high of discrimination complaints, many from families of students with disabilities. Coming up, how one mother is fighting for her son to get a quality education.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: From NPR, I’m Adrian Florido.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. Students with disabilities often face a tough time getting the services they need at school. When they can’t get them, many families seek help from the federal government. And right now, the Department of Education is swamped with a record number of discrimination complaints. That backlog is leaving families across the country waiting months, even years, for help. NPR’s Jonaki Mehta visited one such family in central Georgia.\u003c/p>\n\u003cp>(SOUNDBITE OF BIRDS CHIRPING)\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: It’s a lazy summer day for many kids in middle Georgia. But one family of 10 is up and at them on a Tuesday morning at 7:30.\u003c/p>\n\u003cp>TABITHA: It’s a messy house – well lived in.\u003c/p>\n\u003cp>MEHTA: Full-time parent and former special education teacher Tabitha calls up to her husband, John.\u003c/p>\n\u003cp>TABITHA: Dad, can you bring Sam down?\u003c/p>\n\u003cp>MEHTA: Their youngest of eight children, Sam, is rubbing his eyes as he comes down the stairs in his father’s arm.\u003c/p>\n\u003cp>TABITHA: Here comes Mr. Sam. Good morning.\u003c/p>\n\u003cp>MEHTA: Sam’s got a busy day ahead. He’ll have a lesson with his new teacher of the deaf and hard of hearing, an occupational therapy session, followed by speech and language pathology. Sam is a smiling, wiggly 6-year-old who loves to dance.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Today, he’s chosen to wear a purple T-shirt with a roaring blue T. rex across the back.\u003c/p>\n\u003cp>TABITHA: Oh, he’s a dinosaur fanatic – anything scary and big and powerful.\u003c/p>\n\u003cp>MEHTA: Sam has significant disabilities, including cri-du-chat syndrome, a rare genetic disorder. He mostly gets around using a wheelchair. Sam’s also partially deaf. His primary language is American Sign Language, or ASL. Lately, he’s been practicing his name. It’s an outward-facing fist stroking one cheek. It stands for Sam giggles, which he does a lot.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Sam lives in a small town, so we’re only using first names in this story, since he and his siblings are minors, and we want to freely discuss Sam’s disabilities. Once Sam is done with his morning routine of nebulizers and medications, he signs the word ball to tell his mom he’s ready for his favorite activity…\u003c/p>\n\u003cp>(SOUNDBITE OF BALLS THUMPING)\u003c/p>\n\u003cp>MEHTA: …Playing in his ball pit. Sam’s parents and nurse can provide him with much of the support he needs at home, but his education has proven to be a huge obstacle. Since February of last year, Sam’s been doing virtual school. Before that, he was going to school in person.\u003c/p>\n\u003cp>TABITHA: But then there were so many issues with transporting. They couldn’t transport his equipment. They couldn’t have his wheelchair.\u003c/p>\n\u003cp>MEHTA: At first, there was no school bus with wheelchair access. At one point, Tabitha says the district asked her to leave Sam’s wheelchair at school throughout the week.\u003c/p>\n\u003cp>TABITHA: Sam’s nurse would have to carry him up the steps, put him into a seat belt. The bus driver and the aide would carry up the bags, you know…\u003c/p>\n\u003cp>MEHTA: And with his medical equipment, that’s a lot of bags. Tabitha would often end up taking Sam to school herself, equipment in tow. The newly built school campus is only a few blocks from their home. But she’d often get there to find the four accessible parking spaces blocked by school police cars. She showed me dozens of pictures and drove me to the school lot.\u003c/p>\n\u003cp>TABITHA: And we find that there’s obstacles every time we come, whether it’s a…\u003c/p>\n\u003cp>MEHTA: Tabitha drives over and shows me a crosswalk with a curb cutout for wheelchair access on one side, but no cutout on the other.\u003c/p>\n\u003cp>TABITHA: So there’s no access for us to cross the street safely.\u003c/p>\n\u003cp>MEHTA: When he was going to school in person, Sam was in a general education classroom along with other pre-K students, but…\u003c/p>\n\u003cp>TABITHA: He was never given a special ed teacher in that class or special ed support.\u003c/p>\n\u003cp>MEHTA: His school district acknowledges that Sam primarily communicates in ASL and that his hearing could worsen, but district reports say Sam’s current hearing loss does not meet Georgia’s criteria for deaf or hard of hearing, meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>TABITHA: It’s that whole theory of he’s not deaf enough. I don’t know if you know how offensive that term is. I’m being told, but he can hear, and I’m saying, but he can’t hear all of it.\u003c/p>\n\u003cp>MEHTA: NPR reached out to the director of special education in the district. She said she couldn’t speak about Sam’s case with me to protect his privacy. But in an email, she said, quote, “the district takes each student’s individual needs into account when developing individual educational programs for students with disabilities.”\u003c/p>\n\u003cp>States and districts have long complained that the onus falls on them for providing services because the federal government has historically failed to provide the funds they promised states for special education. For Tabitha, her frustration led her to file a complaint with the Department of Education’s Office of Civil Rights in December 2022. She had a long list of concerns for Sam, like wheelchair access issues and lack of special ed support.\u003c/p>\n\u003cp>Five months later, OCR told Tabitha they would investigate three things – whether Sam was being denied a free and appropriate public education, which is guaranteed by federal law, whether the playground was inaccessible to disabled people and whether the parking lot was inaccessible.\u003c/p>\n\u003cp>TABITHA: I thought that OCR would be able to handle this, that we would make some forward progress.\u003c/p>\n\u003cp>MEHTA: But the investigation into Sam’s case has been going on for a year and a half now – valuable time in Sam’s young life and his education. Over the course of a year in 2022 and 2023, the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. I heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>CATHERINE LHAMON: I share the frustrations that you’re hearing from families about how long that takes.\u003c/p>\n\u003cp>MEHTA: That’s Catherine Lhamon. She’s the assistant secretary of education for civil rights.\u003c/p>\n\u003cp>LHAMON: And we also owe them careful evaluation of facts to figure out how the law applies to the particular concern, and that is invariably a complicated process.\u003c/p>\n\u003cp>MEHTA: Lhamon says OCR’s investigators are overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, but it’s also about money.\u003c/p>\n\u003cp>LHAMON: Last year, Congress flat-funded our office, and that meant we are not able to bring on new people, even though we are now seeing close to double the cases we were seeing 10 years ago.\u003c/p>\n\u003cp>MEHTA: There is one option Lhamon says has made faster resolutions possible – early mediation. Now, parents and districts can easily opt for a meeting with an OCR mediator instead of a formal investigation. For Tabitha and John, mediation didn’t work out in a past state complaint, so this time, they opted for an investigation. While some of their concerns with the district have deepened since they filed, they have seen some progress.\u003c/p>\n\u003cp>The school eventually provided a bus with wheelchair access. Last year, Sam got an ASL interpreter, though the district has since taken that service away. And just a couple of weeks before I met him, Sam started Zoom lessons with Jessica (ph), a teacher for the deaf and hard of hearing.\u003c/p>\n\u003cp>JESSICA: OK. Your turn to sign.\u003c/p>\n\u003cp>TABITHA: Backpack. Good.\u003c/p>\n\u003cp>JESSICA: Backpack – you remember that.\u003c/p>\n\u003cp>MEHTA: In the lesson I watched, Sam read a story with Jessica and signed his responses to some of her questions.\u003c/p>\n\u003cp>JESSICA: You read today, and you matched.\u003c/p>\n\u003cp>TABITHA: It’s magic. He has learned more sign in the last three weeks faster than he’s ever picked up sign language before.\u003c/p>\n\u003cp>MEHTA: Tabitha says that’s all great, but it’s only for five hours a week.\u003c/p>\n\u003cp>TABITHA: Imagine if that was every day, like it’s supposed to be, and all day, like it’s supposed to be.\u003c/p>\n\u003cp>MEHTA: Now Tabitha is considering suing the school district. But with a single income and a family of 10, she doesn’t know if they can afford a lawyer. This whole process has been draining for her, but Tabitha tears up as she tells me why her fight for Sam matters.\u003c/p>\n\u003cp>TABITHA: (Crying) There’s a certain reality you face where you’re grieving your child, and they’re still here. I totally want to give him everything while he’s with us.\u003c/p>\n\u003cp>MEHTA: What’s your dream for Sam? Like, what do you want for his future?\u003c/p>\n\u003cp>TABITHA: If Sam’s future is wide open, that’s my dream. Like, I want him to experience what every 6-year-old gets to experience.\u003c/p>\n\u003cp>MEHTA: As we drive back from the school, Sam signs to his mom through the rearview mirror.\u003c/p>\n\u003cp>TABITHA: Yes. Signing swim right now – splash, splash, splash.\u003c/p>\n\u003cp>MEHTA: At the small, gated pool in their backyard, off comes Sam’s orthosis braces and shoes.\u003c/p>\n\u003cp>(SOUNDBITE OF VELCRO RIPPING)\u003c/p>\n\u003cp>MEHTA: Off come his socks.\u003c/p>\n\u003cp>TABITHA: Can you help me take off your socks? Put them off.\u003c/p>\n\u003cp>MEHTA: Sam slides to the edge of the water and sticks in his bare feet.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: Kick, kick, kick – fast, fast, fast, fast – (vocalizing).\u003c/p>\n\u003cp>MEHTA: When Tabitha tries to convince him to go inside the house, Sam instead signs what any 6-year-old splashing in a swimming pool on a hot summer day would – more.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: More? You want in more? (Laughter) Just a little bit more, OK?\u003c/p>\n\u003cp>MEHTA: In middle Georgia, I’m Jonaki Mehta, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: This episode was produced by Jonaki Mehta and Marc Rivers. It was edited by Steven Drummond and Adam Raney. Our executive producer is Sami Yenigun. Thanks to our CONSIDER THIS+ listeners, who support the work of NPR journalists and help keep public radio strong. Supporters also hear every episode without messages from sponsors. Learn more at plus.npr.org.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. I’m Adrian Florido.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"The U.S. Department of Education is swamped with a record number of discrimination complaints. The backlog is leaving families across the country waiting months, even years, for help.","status":"publish","parent":0,"modified":1720450659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":117,"wordCount":3224},"headData":{"title":"Disabled Students Are Struggling to Get What They Need at School | KQED","description":"The Department of Education is swamped with a record number of discrimination complaints, leaving families across the country waiting for help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Department of Education is swamped with a record number of discrimination complaints, leaving families across the country waiting for help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Disabled Students Are Struggling to Get What They Need at School","datePublished":"2024-07-05T19:55:01-07:00","dateModified":"2024-07-08T07:57:39-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Consider This from NPR","nprStoryId":"1198912816","nprHtmlLink":"https://www.npr.org/2024/07/05/1198912816/disabled-students-are-struggling-to-get-what-they-need-at-school","nprRetrievedStory":"1","nprPubDate":"2024-07-05T18:10:03-04:00","nprStoryDate":"2024-07-05T18:10:03-04:00","nprLastModifiedDate":"2024-07-05T20:53:03-04:00","nprAudio":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR2697986272.mp3?d=741&size=11860472&e=1198912816&t=podcast&p=510355","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64176/disabled-students-are-struggling-to-get-what-they-need-at-school","audioUrl":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR2697986272.mp3?d=741&size=11860472&e=1198912816&t=podcast&p=510355","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sam is a smiling, wiggly six-year-old who loves dinosaurs and “anything big and powerful,” says his mother, Tabitha, a full-time parent and former special education teacher. Sam lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>Sam has significant disabilities including cri-du-chat syndrome — a rare genetic disorder. He can use a walker for short distances, but he mostly gets around using a wheelchair.\u003c/p>\n\u003cp>Lately, Sam has been bestowing Sign names upon everyone in his house— Sam primarily communicates using American Sign Language (ASL) because he’s partially deaf. His own name translates to “Sam Giggles,” which he does a lot.\u003c/p>\n\u003cp>Since Sam started going to school, Tabitha says he has faced a number of challenges getting the services he needs, including classroom instruction in ASL.\u003c/p>\n\u003cp>“How do you teach a child to learn if they don’t even speak the same language as you, and you haven’t found a way to bridge that gap?” Tabitha asks.\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>On top of language barriers in the classroom, Sam also hasn’t been getting special education support, and he has had trouble accessing the school grounds in his wheelchair. Since February of last year, Sam has been doing virtual school, and before that, he was going to school in-person. At first, the school was unable to provide a wheelchair-accessible bus.\u003c/p>\n\u003cp>“I think that these stories are tragic for the teachers. I think they’re tragic for the students,” Tabitha says. “I think what we’ve failed to do as a society is not make it tragic for the people who are making the decisions.”\u003c/p>\n\u003ch3>Seeking solutions\u003c/h3>\n\u003cp>Tabitha has spent years fighting to get Sam the services he needs to get a free and appropriate public education, which is guaranteed by federal law. Eventually, she turned to the federal government for help and filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>It was a culmination of many things – like the fact that Sam’s school acknowledges that he primarily communicates in ASL, and that his hearing could worsen, but he has yet to receive instruction in his native language.\u003c/p>\n\u003cp>District reports say Sam’s current hearing loss does not meet the state of Georgia’s criteria for “deaf or hard of hearing,” meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>“When I got to the point where I felt like I couldn’t do anything about it and yet I knew the law was on my side. That’s when I decided to file.” Tabitha recalled.\u003c/p>\n\u003cp>She felt like a federal complaint was a last resort to get Sam a quality education. But the investigation into his case has been going on for a year and a half now. It’s time that Sam can’t get back.\u003c/p>\n\u003ch3>Scarce resources\u003c/h3>\n\u003cp>Over the course of a year – in 2022 and 2023 – the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. NPR heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>Catherine Lhamon is the assistant secretary of education for civil rights. She says she shares these families’ frustration about long wait times, but that a thorough investigation involves an often complicated, time-consuming process.\u003c/p>\n\u003cp>Lhamon says that the OCR’s investigators are also overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, and a severe special educator shortage around the country. But it’s also about money.\u003c/p>\n\u003cp>“Last year, Congress flat-funded our office. And that has meant that we are not able to bring on new people even though we are now seeing close to double the cases that we were seeing ten years ago,” Lhamon said.\u003c/p>\n\u003cp>While thousands of cases are dragging through the system, there is one option Lhamon says has made faster resolutions possible: early mediation.\u003c/p>\n\u003cp>Now, parents and districts can more easily choose to meet with an OCR mediator instead of going through a formal investigation.\u003c/p>\n\u003cp>For Tabitha and John, mediation didn’t work in a past state complaint, so they opted for an investigation. Now, because of how long the OCR investigation is taking, Tabitha is considering suing the school district.\u003c/p>\n\u003cp>Some of their concerns with the district have deepened since they filed, but they have seen some progress. Sam’s school eventually provided a wheelchair-accessible bus. Last year, Sam got an ASL interpreter, though the district has since taken that service away. The fight has been draining for Tabitha, but it’s one worth waging, she says.\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>“If Sam’s future is wide open, that’s my dream. I want him to experience what any six year old gets to experience.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ADRIAN FLORIDO, HOST:\u003c/p>\n\u003cp>Sam is a 6-year-old with an infectious laugh.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>FLORIDO: He lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #1: Hi, Ms. Keisha (ph). I just put him down and changed his poopy diaper.\u003c/p>\n\u003cp>KEISHA: All right. Excellent.\u003c/p>\n\u003cp>FLORIDO: Sam starts his day with his nurse, Keisha. He refers to her as robot Keisha in American Sign Language, or ASL. It’s how Sam primarily communicates because he’s partially deaf.\u003c/p>\n\u003cp>TABITHA: So he has just related her to one of her – his favorite things.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #2: OK.\u003c/p>\n\u003cp>TABITHA: And so she does the robot dance for him.\u003c/p>\n\u003cp>FLORIDO: That’s Sam’s mom, Tabitha. She’s a full-time parent and former special educator. Since Sam started going to school, he’s faced quite a few challenges getting the services he needs, including instruction in ASL.\u003c/p>\n\u003cp>TABITHA: How do you teach a child to learn if they don’t even speak the same language as you and you haven’t found a way to bridge that gap?\u003c/p>\n\u003cp>FLORIDO: On top of language barriers in the classroom, Sam also hasn’t been getting special education support and has had trouble accessing the school grounds in his wheelchair.\u003c/p>\n\u003cp>TABITHA: I think that these stories are tragic for the teachers. I think they’re tragic for the students. And I think what we failed to do as a society is not make it tragic for the people who are making the decisions.\u003c/p>\n\u003cp>FLORIDO: After years of fighting to get Sam the services he needs to get the public education he’s guaranteed by federal law, Tabitha eventually turned to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>TABITHA: When I got to the point where I felt like I couldn’t do anything about it, and yet I knew the law was on my side, that’s when I decided to file.\u003c/p>\n\u003cp>FLORIDO: Federal law guarantees every student with a disability a free and appropriate public education, which Tabitha feels Sam is being denied. So Tabitha eventually turns to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>TABITHA: When we don’t teach him to read, he doesn’t have the option to be an explorer through reading. When we don’t teach him to access the building and give him the supports he needs, then he doesn’t make those peer buddies, and his world is limited to just his family and not his community. So that’s what I’m doing. I’m opening up the world.\u003c/p>\n\u003cp>FLORIDO: CONSIDER THIS – the federal government is seeing an all-time high of discrimination complaints, many from families of students with disabilities. Coming up, how one mother is fighting for her son to get a quality education.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: From NPR, I’m Adrian Florido.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. Students with disabilities often face a tough time getting the services they need at school. When they can’t get them, many families seek help from the federal government. And right now, the Department of Education is swamped with a record number of discrimination complaints. That backlog is leaving families across the country waiting months, even years, for help. NPR’s Jonaki Mehta visited one such family in central Georgia.\u003c/p>\n\u003cp>(SOUNDBITE OF BIRDS CHIRPING)\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: It’s a lazy summer day for many kids in middle Georgia. But one family of 10 is up and at them on a Tuesday morning at 7:30.\u003c/p>\n\u003cp>TABITHA: It’s a messy house – well lived in.\u003c/p>\n\u003cp>MEHTA: Full-time parent and former special education teacher Tabitha calls up to her husband, John.\u003c/p>\n\u003cp>TABITHA: Dad, can you bring Sam down?\u003c/p>\n\u003cp>MEHTA: Their youngest of eight children, Sam, is rubbing his eyes as he comes down the stairs in his father’s arm.\u003c/p>\n\u003cp>TABITHA: Here comes Mr. Sam. Good morning.\u003c/p>\n\u003cp>MEHTA: Sam’s got a busy day ahead. He’ll have a lesson with his new teacher of the deaf and hard of hearing, an occupational therapy session, followed by speech and language pathology. Sam is a smiling, wiggly 6-year-old who loves to dance.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Today, he’s chosen to wear a purple T-shirt with a roaring blue T. rex across the back.\u003c/p>\n\u003cp>TABITHA: Oh, he’s a dinosaur fanatic – anything scary and big and powerful.\u003c/p>\n\u003cp>MEHTA: Sam has significant disabilities, including cri-du-chat syndrome, a rare genetic disorder. He mostly gets around using a wheelchair. Sam’s also partially deaf. His primary language is American Sign Language, or ASL. Lately, he’s been practicing his name. It’s an outward-facing fist stroking one cheek. It stands for Sam giggles, which he does a lot.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Sam lives in a small town, so we’re only using first names in this story, since he and his siblings are minors, and we want to freely discuss Sam’s disabilities. Once Sam is done with his morning routine of nebulizers and medications, he signs the word ball to tell his mom he’s ready for his favorite activity…\u003c/p>\n\u003cp>(SOUNDBITE OF BALLS THUMPING)\u003c/p>\n\u003cp>MEHTA: …Playing in his ball pit. Sam’s parents and nurse can provide him with much of the support he needs at home, but his education has proven to be a huge obstacle. Since February of last year, Sam’s been doing virtual school. Before that, he was going to school in person.\u003c/p>\n\u003cp>TABITHA: But then there were so many issues with transporting. They couldn’t transport his equipment. They couldn’t have his wheelchair.\u003c/p>\n\u003cp>MEHTA: At first, there was no school bus with wheelchair access. At one point, Tabitha says the district asked her to leave Sam’s wheelchair at school throughout the week.\u003c/p>\n\u003cp>TABITHA: Sam’s nurse would have to carry him up the steps, put him into a seat belt. The bus driver and the aide would carry up the bags, you know…\u003c/p>\n\u003cp>MEHTA: And with his medical equipment, that’s a lot of bags. Tabitha would often end up taking Sam to school herself, equipment in tow. The newly built school campus is only a few blocks from their home. But she’d often get there to find the four accessible parking spaces blocked by school police cars. She showed me dozens of pictures and drove me to the school lot.\u003c/p>\n\u003cp>TABITHA: And we find that there’s obstacles every time we come, whether it’s a…\u003c/p>\n\u003cp>MEHTA: Tabitha drives over and shows me a crosswalk with a curb cutout for wheelchair access on one side, but no cutout on the other.\u003c/p>\n\u003cp>TABITHA: So there’s no access for us to cross the street safely.\u003c/p>\n\u003cp>MEHTA: When he was going to school in person, Sam was in a general education classroom along with other pre-K students, but…\u003c/p>\n\u003cp>TABITHA: He was never given a special ed teacher in that class or special ed support.\u003c/p>\n\u003cp>MEHTA: His school district acknowledges that Sam primarily communicates in ASL and that his hearing could worsen, but district reports say Sam’s current hearing loss does not meet Georgia’s criteria for deaf or hard of hearing, meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>TABITHA: It’s that whole theory of he’s not deaf enough. I don’t know if you know how offensive that term is. I’m being told, but he can hear, and I’m saying, but he can’t hear all of it.\u003c/p>\n\u003cp>MEHTA: NPR reached out to the director of special education in the district. She said she couldn’t speak about Sam’s case with me to protect his privacy. But in an email, she said, quote, “the district takes each student’s individual needs into account when developing individual educational programs for students with disabilities.”\u003c/p>\n\u003cp>States and districts have long complained that the onus falls on them for providing services because the federal government has historically failed to provide the funds they promised states for special education. For Tabitha, her frustration led her to file a complaint with the Department of Education’s Office of Civil Rights in December 2022. She had a long list of concerns for Sam, like wheelchair access issues and lack of special ed support.\u003c/p>\n\u003cp>Five months later, OCR told Tabitha they would investigate three things – whether Sam was being denied a free and appropriate public education, which is guaranteed by federal law, whether the playground was inaccessible to disabled people and whether the parking lot was inaccessible.\u003c/p>\n\u003cp>TABITHA: I thought that OCR would be able to handle this, that we would make some forward progress.\u003c/p>\n\u003cp>MEHTA: But the investigation into Sam’s case has been going on for a year and a half now – valuable time in Sam’s young life and his education. Over the course of a year in 2022 and 2023, the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. I heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>CATHERINE LHAMON: I share the frustrations that you’re hearing from families about how long that takes.\u003c/p>\n\u003cp>MEHTA: That’s Catherine Lhamon. She’s the assistant secretary of education for civil rights.\u003c/p>\n\u003cp>LHAMON: And we also owe them careful evaluation of facts to figure out how the law applies to the particular concern, and that is invariably a complicated process.\u003c/p>\n\u003cp>MEHTA: Lhamon says OCR’s investigators are overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, but it’s also about money.\u003c/p>\n\u003cp>LHAMON: Last year, Congress flat-funded our office, and that meant we are not able to bring on new people, even though we are now seeing close to double the cases we were seeing 10 years ago.\u003c/p>\n\u003cp>MEHTA: There is one option Lhamon says has made faster resolutions possible – early mediation. Now, parents and districts can easily opt for a meeting with an OCR mediator instead of a formal investigation. For Tabitha and John, mediation didn’t work out in a past state complaint, so this time, they opted for an investigation. While some of their concerns with the district have deepened since they filed, they have seen some progress.\u003c/p>\n\u003cp>The school eventually provided a bus with wheelchair access. Last year, Sam got an ASL interpreter, though the district has since taken that service away. And just a couple of weeks before I met him, Sam started Zoom lessons with Jessica (ph), a teacher for the deaf and hard of hearing.\u003c/p>\n\u003cp>JESSICA: OK. Your turn to sign.\u003c/p>\n\u003cp>TABITHA: Backpack. Good.\u003c/p>\n\u003cp>JESSICA: Backpack – you remember that.\u003c/p>\n\u003cp>MEHTA: In the lesson I watched, Sam read a story with Jessica and signed his responses to some of her questions.\u003c/p>\n\u003cp>JESSICA: You read today, and you matched.\u003c/p>\n\u003cp>TABITHA: It’s magic. He has learned more sign in the last three weeks faster than he’s ever picked up sign language before.\u003c/p>\n\u003cp>MEHTA: Tabitha says that’s all great, but it’s only for five hours a week.\u003c/p>\n\u003cp>TABITHA: Imagine if that was every day, like it’s supposed to be, and all day, like it’s supposed to be.\u003c/p>\n\u003cp>MEHTA: Now Tabitha is considering suing the school district. But with a single income and a family of 10, she doesn’t know if they can afford a lawyer. This whole process has been draining for her, but Tabitha tears up as she tells me why her fight for Sam matters.\u003c/p>\n\u003cp>TABITHA: (Crying) There’s a certain reality you face where you’re grieving your child, and they’re still here. I totally want to give him everything while he’s with us.\u003c/p>\n\u003cp>MEHTA: What’s your dream for Sam? Like, what do you want for his future?\u003c/p>\n\u003cp>TABITHA: If Sam’s future is wide open, that’s my dream. Like, I want him to experience what every 6-year-old gets to experience.\u003c/p>\n\u003cp>MEHTA: As we drive back from the school, Sam signs to his mom through the rearview mirror.\u003c/p>\n\u003cp>TABITHA: Yes. Signing swim right now – splash, splash, splash.\u003c/p>\n\u003cp>MEHTA: At the small, gated pool in their backyard, off comes Sam’s orthosis braces and shoes.\u003c/p>\n\u003cp>(SOUNDBITE OF VELCRO RIPPING)\u003c/p>\n\u003cp>MEHTA: Off come his socks.\u003c/p>\n\u003cp>TABITHA: Can you help me take off your socks? Put them off.\u003c/p>\n\u003cp>MEHTA: Sam slides to the edge of the water and sticks in his bare feet.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: Kick, kick, kick – fast, fast, fast, fast – (vocalizing).\u003c/p>\n\u003cp>MEHTA: When Tabitha tries to convince him to go inside the house, Sam instead signs what any 6-year-old splashing in a swimming pool on a hot summer day would – more.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: More? You want in more? (Laughter) Just a little bit more, OK?\u003c/p>\n\u003cp>MEHTA: In middle Georgia, I’m Jonaki Mehta, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: This episode was produced by Jonaki Mehta and Marc Rivers. It was edited by Steven Drummond and Adam Raney. Our executive producer is Sami Yenigun. Thanks to our CONSIDER THIS+ listeners, who support the work of NPR journalists and help keep public radio strong. Supporters also hear every episode without messages from sponsors. Learn more at plus.npr.org.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. I’m Adrian Florido.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64176/disabled-students-are-struggling-to-get-what-they-need-at-school","authors":["byline_mindshift_64176"],"categories":["mindshift_21512","mindshift_194"],"tags":["mindshift_21635","mindshift_21471","mindshift_21718","mindshift_20934"],"featImg":"mindshift_64177","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_64133":{"type":"posts","id":"mindshift_64133","meta":{"index":"posts_1716263798","site":"mindshift","id":"64133","score":null,"sort":[1719692647000]},"guestAuthors":[],"slug":"new-york-city-is-moving-to-ban-phones-from-school-will-it-work","title":"New York City Is Moving to Ban Phones From School. Will It Work?","publishDate":1719692647,"format":"standard","headTitle":"New York City Is Moving to Ban Phones From School. Will It Work? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>It may soon be phones down for students in New York City, the largest school district in the nation.\u003c/p>\n\u003cp>David Banks, the chancellor of New York City Public Schools, announced Wednesday that he and Mayor Eric Adams plan to ban the use of phones in the coming weeks, saying phones have gone from a distraction to an addiction for many of the city’s more than 900,000 students.\u003c/p>\n\u003cp>“They’re not just a distraction, kids are fully addicted now to phones,” Banks said \u003ca href=\"https://www.fox5ny.com/news/nyc-schools-ban-cellphones\">in an interview\u003c/a> with local Fox affiliate WNYW. “And many parents will understand this because even when kids are not in school, it’s very hard to get them to even talk to each other anymore. They’re buried in their phones 20 hours out of the day.”\u003c/p>\n\u003cp>News of the ban — which Banks said could take effect as early as January — follows the decision by the Los Angeles Unified School District earlier this month to ban student cellphone and social media use \u003ca href=\"https://laist.com/news/education/lausd-los-angeles-unified-cellphone-ban-use-on-campus\">starting next year\u003c/a>. And it comes as \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">parents\u003c/a>, \u003ca href=\"https://x.com/MattRKay/status/1780376984415252698\">educators\u003c/a> and policymakers alike voice growing concern not only about the challenges phones can present for students’ academic achievement, but also their overall well-being.\u003c/p>\n\u003cp>Many of those fears were underscored this month, when U.S. Surgeon General Vivek Murthy called on Congress to require a surgeon’s general warning on social media, citing the potential harm to children and teens in particular. “The warning label I’m calling for,” Murthy \u003ca href=\"https://www.npr.org/2024/06/17/nx-s1-5008816/u-s-surgeon-general-calls-for-tobacco-style-warning-labels-for-social-media\">told NPR\u003c/a>, “… would help make sure that parents know what we know, as public health and medical professionals, which is that there really is an association here between social media use and \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">mental health harms\u003c/a> for adolescents.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With New York and Los Angeles now poised to become the two largest districts to address those concerns with new bans, here’s a look at where else bans are happening and what we know about how well they work.\u003c/p>\n\u003ch3>How much are kids on their phone anyway?\u003c/h3>\n\u003cp>A lot. In one \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">study\u003c/a> last year from the group Common Sense Media, researchers found that on a typical day, kids between the ages of 11 and 17 were on their phones for a median of almost 4 1/2 hours per day. And while some kids only used their phones for a few minutes, others averaged more than 16 hours a day.\u003c/p>\n\u003cp>A good share of that screen time is happening at school. The same Common Sense study found that 97% of kids use their phones during school hours for a median of about 43 minutes per day — roughly the length of one full classroom lesson.\u003c/p>\n\u003cp>For educators, \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">all that distraction\u003c/a> can make their work much, much harder. One-third of public K-12 teachers say that students being distracted by their cellphones is a “major problem,” according to a survey conducted last year \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">by the Pew Research Center\u003c/a>. And the older students are, the worse the problem seems to get. Just 6% of elementary school teachers saw phone use as a major problem in the study, but by middle school the figure rose to 33%. By high school, some 72% of teachers said phones were a major problem.\u003c/p>\n\u003ch3>Where are the bans happening?\u003c/h3>\n\u003cp>The history of phone bans go back at least 35 years. In 1989, Maryland ushered in one of the first with a ban on pagers and “cellular telephones,” which lawmakers passed in part in response to a spike in illegal drug sales. But in the wake of the 1999 Columbine High School massacre, many school districts began to rethink the bans in order to help students and their parents reach one another in an emergency.\u003c/p>\n\u003cp>In recent years, the pendulum has started to swing back in the other direction, as concerns about distracted students and the risks of social media use among children have continued to grow. Today, roughly three-quarters of schools have some form of policy prohibiting the non-academic use of cellphones in the classroom, \u003ca href=\"https://nces.ed.gov/pubs2024/2024043.pdf\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Individual school districts have mostly led the charge when it comes to passing limits or outright bans, but states have increasingly begun to enter the fray. Last year, Florida became the first state to crack down on phones in public schools with a law that bans student cellphone use during class time. The law also blocks access to social media for students on district Wi-Fi.\u003c/p>\n\u003cp>Indiana passed \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">a similar law\u003c/a> earlier this year, and states including Kansas, Louisiana, New York, Ohio, Oklahoma, Pennsylvania and Vermont are also eying what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>In a time of deep political division, the issue is one that has garnered rare bipartisan support. In December, Republican Sen. Tom Cotton of Arkansas and Democratic Sen. Tim Kaine of Virginia, introduced a bill that would require a federal study on the effects of cellphone use in schools and the effects it is having on students’ mental health and academic achievement.\u003c/p>\n\u003ch3>What do the bans look like in practice?\u003c/h3>\n\u003cp>On the individual district level, bans can take many different forms. In some districts, like in Flint, Mich., phones are not allowed anywhere or at any time during the school day. Students can’t even have them with them \u003ca href=\"https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4307/FCS/3768044/Student_Code_of_Conduct_2023-2024.pdf\">on the bus\u003c/a>. In other schools, like the City on a Hill Circuit Street charter school in Boston, students are forced to hand their phones to administrators at the start of the day. The devices are then stuffed into pouches \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">and locked\u003c/a> until dismissal time.\u003c/p>\n\u003cp>Other districts will allow devices during lunch or in hallways. Or they may restrict them for elementary students, but have more relaxed policies for students in middle or high school.\u003c/p>\n\u003cp>The bans can be tough to police, though. Students naturally don’t love them. Even many parents are opposed, saying it’s important to preserve a line of communication with their children in case of an emergency. One recent national survey found \u003ca href=\"https://nationalparentsunion.org/wp-content/uploads/2024/02/National-Parents-Union-February-2024-Survey-Topline.pdf\">70%\u003c/a> of parents were opposed to completely banning phones in schools outright.\u003c/p>\n\u003cp>Given the resistance, policing these policies can prove challenging. Thirty percent of teachers whose schools or districts have cellphone policies say they are either very or somewhat difficult to enforce, \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">according to Pew\u003c/a>.\u003c/p>\n\u003cp>“The most successful bans tend to be the ones where there’s strong leadership that’s really supporting teachers in enforcing the bans,” said Liz Kolb, a clinical professor in teacher education and learning technologies at the University of Michigan. “So it really comes from leadership, being able to support teachers and also encourage teachers to not shirk the ban in order to get good favor with students or parents.”\u003c/p>\n\u003ch3>How effective are they?\u003c/h3>\n\u003cp>The results seem to be mixed. In one 2016 study from the U.K., \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0927537116300136\">researchers found\u003c/a> that cellphone bans helped lead to increased test scores among high school students. A separate \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4735240\">study\u003c/a> out of Norway found that smartphone bans in middle schools were associated with higher test scores for girls, but not for boys. (The researchers guessed that’s because girls spent more time on their phones).\u003c/p>\n\u003cp>In other areas, the research is similarly murky. Research from Spain has shown that cellphone bans were linked to \u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/html\">a reduction in cyberbullying\u003c/a>. But \u003ca href=\"https://nces.ed.gov/pubs2019/2019053.pdf\">a federal survey\u003c/a> of U.S. principals published in 2016 found that rates of cyberbullying were actually higher in schools that had bans than they were in schools without such restrictions. (The report did not offer any explanation as to why).\u003c/p>\n\u003cp>There are other potential drawbacks as well. Some critics point out that banning phones in the classroom can make it more difficult for educators to engage with students about \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">healthy ways to be using their devices\u003c/a>.\u003c/p>\n\u003cp>Others argue that bans can disproportionately harm students from lower socioeconomic households — many of whom rely on their phones as their main device for accessing resources and tools because they may not have access to a laptop. Such concerns are part of the reason New York City rolled back a previous cellphone ban \u003ca href=\"https://www.reuters.com/article/idUSKBN0KG1IR/\">in 2015\u003c/a>.\u003c/p>\n\u003cp>Kolb says it’s important for educators and parents alike to remember that a ban in and of itself is not a magic solution, and that for restrictions to work, schools need to right-size their policies.\u003c/p>\n\u003cp>“There’s both positive and potential harmful impacts,” she said. “If you ban it, it’s not going to immediately cure all the cyberbullying. It’s not going to immediately take a D student to an A student. There’s a lot more factors involved in it. And so you have to really make sure that when you ban cellphones, that it’s not just a symptom of a bigger problem that might be happening.”\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":"New York may soon be the largest school district in the U.S. to ban phones from the classroom. “They’re not just a distraction, kids are fully addicted now to phones,\" says the city's schools chancellor. ","status":"publish","parent":0,"modified":1719780080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1513},"headData":{"title":"New York City Is Moving to Ban Phones From School. Will It Work? | KQED","description":"New York may soon be the largest school district in the U.S. to ban phones from the classroom.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64134","twTitle":"","twDescription":"","twImgId":"mindshift_64134","socialDescription":"New York may soon be the largest school district in the U.S. to ban phones from the classroom.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New York City Is Moving to Ban Phones From School. Will It Work?","datePublished":"2024-06-29T13:24:07-07:00","dateModified":"2024-06-30T13:41:20-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jason Breslow","nprStoryId":"nx-s1-5021605","nprHtmlLink":"https://www.npr.org/2024/06/28/nx-s1-5021605/school-cellphone-bans-new-york-city","nprRetrievedStory":"1","nprPubDate":"2024-06-28T08:30:00-04:00","nprStoryDate":"2024-06-28T08:30:00-04:00","nprLastModifiedDate":"2024-06-28T08:30:22.28-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It may soon be phones down for students in New York City, the largest school district in the nation.\u003c/p>\n\u003cp>David Banks, the chancellor of New York City Public Schools, announced Wednesday that he and Mayor Eric Adams plan to ban the use of phones in the coming weeks, saying phones have gone from a distraction to an addiction for many of the city’s more than 900,000 students.\u003c/p>\n\u003cp>“They’re not just a distraction, kids are fully addicted now to phones,” Banks said \u003ca href=\"https://www.fox5ny.com/news/nyc-schools-ban-cellphones\">in an interview\u003c/a> with local Fox affiliate WNYW. “And many parents will understand this because even when kids are not in school, it’s very hard to get them to even talk to each other anymore. They’re buried in their phones 20 hours out of the day.”\u003c/p>\n\u003cp>News of the ban — which Banks said could take effect as early as January — follows the decision by the Los Angeles Unified School District earlier this month to ban student cellphone and social media use \u003ca href=\"https://laist.com/news/education/lausd-los-angeles-unified-cellphone-ban-use-on-campus\">starting next year\u003c/a>. And it comes as \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">parents\u003c/a>, \u003ca href=\"https://x.com/MattRKay/status/1780376984415252698\">educators\u003c/a> and policymakers alike voice growing concern not only about the challenges phones can present for students’ academic achievement, but also their overall well-being.\u003c/p>\n\u003cp>Many of those fears were underscored this month, when U.S. Surgeon General Vivek Murthy called on Congress to require a surgeon’s general warning on social media, citing the potential harm to children and teens in particular. “The warning label I’m calling for,” Murthy \u003ca href=\"https://www.npr.org/2024/06/17/nx-s1-5008816/u-s-surgeon-general-calls-for-tobacco-style-warning-labels-for-social-media\">told NPR\u003c/a>, “… would help make sure that parents know what we know, as public health and medical professionals, which is that there really is an association here between social media use and \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">mental health harms\u003c/a> for adolescents.”\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>With New York and Los Angeles now poised to become the two largest districts to address those concerns with new bans, here’s a look at where else bans are happening and what we know about how well they work.\u003c/p>\n\u003ch3>How much are kids on their phone anyway?\u003c/h3>\n\u003cp>A lot. In one \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">study\u003c/a> last year from the group Common Sense Media, researchers found that on a typical day, kids between the ages of 11 and 17 were on their phones for a median of almost 4 1/2 hours per day. And while some kids only used their phones for a few minutes, others averaged more than 16 hours a day.\u003c/p>\n\u003cp>A good share of that screen time is happening at school. The same Common Sense study found that 97% of kids use their phones during school hours for a median of about 43 minutes per day — roughly the length of one full classroom lesson.\u003c/p>\n\u003cp>For educators, \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">all that distraction\u003c/a> can make their work much, much harder. One-third of public K-12 teachers say that students being distracted by their cellphones is a “major problem,” according to a survey conducted last year \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">by the Pew Research Center\u003c/a>. And the older students are, the worse the problem seems to get. Just 6% of elementary school teachers saw phone use as a major problem in the study, but by middle school the figure rose to 33%. By high school, some 72% of teachers said phones were a major problem.\u003c/p>\n\u003ch3>Where are the bans happening?\u003c/h3>\n\u003cp>The history of phone bans go back at least 35 years. In 1989, Maryland ushered in one of the first with a ban on pagers and “cellular telephones,” which lawmakers passed in part in response to a spike in illegal drug sales. But in the wake of the 1999 Columbine High School massacre, many school districts began to rethink the bans in order to help students and their parents reach one another in an emergency.\u003c/p>\n\u003cp>In recent years, the pendulum has started to swing back in the other direction, as concerns about distracted students and the risks of social media use among children have continued to grow. Today, roughly three-quarters of schools have some form of policy prohibiting the non-academic use of cellphones in the classroom, \u003ca href=\"https://nces.ed.gov/pubs2024/2024043.pdf\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Individual school districts have mostly led the charge when it comes to passing limits or outright bans, but states have increasingly begun to enter the fray. Last year, Florida became the first state to crack down on phones in public schools with a law that bans student cellphone use during class time. The law also blocks access to social media for students on district Wi-Fi.\u003c/p>\n\u003cp>Indiana passed \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">a similar law\u003c/a> earlier this year, and states including Kansas, Louisiana, New York, Ohio, Oklahoma, Pennsylvania and Vermont are also eying what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>In a time of deep political division, the issue is one that has garnered rare bipartisan support. In December, Republican Sen. Tom Cotton of Arkansas and Democratic Sen. Tim Kaine of Virginia, introduced a bill that would require a federal study on the effects of cellphone use in schools and the effects it is having on students’ mental health and academic achievement.\u003c/p>\n\u003ch3>What do the bans look like in practice?\u003c/h3>\n\u003cp>On the individual district level, bans can take many different forms. In some districts, like in Flint, Mich., phones are not allowed anywhere or at any time during the school day. Students can’t even have them with them \u003ca href=\"https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4307/FCS/3768044/Student_Code_of_Conduct_2023-2024.pdf\">on the bus\u003c/a>. In other schools, like the City on a Hill Circuit Street charter school in Boston, students are forced to hand their phones to administrators at the start of the day. The devices are then stuffed into pouches \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">and locked\u003c/a> until dismissal time.\u003c/p>\n\u003cp>Other districts will allow devices during lunch or in hallways. Or they may restrict them for elementary students, but have more relaxed policies for students in middle or high school.\u003c/p>\n\u003cp>The bans can be tough to police, though. Students naturally don’t love them. Even many parents are opposed, saying it’s important to preserve a line of communication with their children in case of an emergency. One recent national survey found \u003ca href=\"https://nationalparentsunion.org/wp-content/uploads/2024/02/National-Parents-Union-February-2024-Survey-Topline.pdf\">70%\u003c/a> of parents were opposed to completely banning phones in schools outright.\u003c/p>\n\u003cp>Given the resistance, policing these policies can prove challenging. Thirty percent of teachers whose schools or districts have cellphone policies say they are either very or somewhat difficult to enforce, \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">according to Pew\u003c/a>.\u003c/p>\n\u003cp>“The most successful bans tend to be the ones where there’s strong leadership that’s really supporting teachers in enforcing the bans,” said Liz Kolb, a clinical professor in teacher education and learning technologies at the University of Michigan. “So it really comes from leadership, being able to support teachers and also encourage teachers to not shirk the ban in order to get good favor with students or parents.”\u003c/p>\n\u003ch3>How effective are they?\u003c/h3>\n\u003cp>The results seem to be mixed. In one 2016 study from the U.K., \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0927537116300136\">researchers found\u003c/a> that cellphone bans helped lead to increased test scores among high school students. A separate \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4735240\">study\u003c/a> out of Norway found that smartphone bans in middle schools were associated with higher test scores for girls, but not for boys. (The researchers guessed that’s because girls spent more time on their phones).\u003c/p>\n\u003cp>In other areas, the research is similarly murky. Research from Spain has shown that cellphone bans were linked to \u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/html\">a reduction in cyberbullying\u003c/a>. But \u003ca href=\"https://nces.ed.gov/pubs2019/2019053.pdf\">a federal survey\u003c/a> of U.S. principals published in 2016 found that rates of cyberbullying were actually higher in schools that had bans than they were in schools without such restrictions. (The report did not offer any explanation as to why).\u003c/p>\n\u003cp>There are other potential drawbacks as well. Some critics point out that banning phones in the classroom can make it more difficult for educators to engage with students about \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">healthy ways to be using their devices\u003c/a>.\u003c/p>\n\u003cp>Others argue that bans can disproportionately harm students from lower socioeconomic households — many of whom rely on their phones as their main device for accessing resources and tools because they may not have access to a laptop. Such concerns are part of the reason New York City rolled back a previous cellphone ban \u003ca href=\"https://www.reuters.com/article/idUSKBN0KG1IR/\">in 2015\u003c/a>.\u003c/p>\n\u003cp>Kolb says it’s important for educators and parents alike to remember that a ban in and of itself is not a magic solution, and that for restrictions to work, schools need to right-size their policies.\u003c/p>\n\u003cp>“There’s both positive and potential harmful impacts,” she said. “If you ban it, it’s not going to immediately cure all the cyberbullying. It’s not going to immediately take a D student to an A student. There’s a lot more factors involved in it. And so you have to really make sure that when you ban cellphones, that it’s not just a symptom of a bigger problem that might be happening.”\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/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work","authors":["byline_mindshift_64133"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_866","mindshift_21116","mindshift_20816","mindshift_393","mindshift_21926"],"featImg":"mindshift_64134","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"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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