Three tools to help educators better understand what students need
Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach
New Site Compares Schools Across the Country
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Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that's not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it's color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">New data practices aren't only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. \"The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,\" says Haupert. “There's a real fear around what this data is going to be used for. Is it going to be used to say that I'm doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students' experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. \"But oftentimes that's lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bagsik's students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","status":"publish","parent":0,"modified":1664478482,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1864},"headData":{"title":"Three tools to help educators better understand what students need - MindShift","description":"When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three tools to help educators better understand what students need","datePublished":"2022-03-28T08:05:59.000Z","dateModified":"2022-09-29T19:08:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59217 https://ww2.kqed.org/mindshift/?p=59217","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/28/three-tools-to-help-educators-better-understand-what-students-need/","disqusTitle":"Three tools to help educators better understand what students need","excludeFromSiteSearch":"Include","path":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that's not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400\"> \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\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it's color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">New data practices aren't only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. \"The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,\" says Haupert. “There's a real fear around what this data is going to be used for. Is it going to be used to say that I'm doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students' experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. \"But oftentimes that's lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bagsik's students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\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>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_108","mindshift_21250","mindshift_21403","mindshift_631","mindshift_381","mindshift_91","mindshift_20779"],"featImg":"mindshift_59230","label":"mindshift"},"mindshift_39612":{"type":"posts","id":"mindshift_39612","meta":{"index":"posts_1591205157","site":"mindshift","id":"39612","score":null,"sort":[1425906571000]},"guestAuthors":[],"slug":"standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","publishDate":1425906571,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"xurMSIFAZOvVuhZbOVOIUROoqFhVcA9j\"]\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","status":"publish","parent":0,"modified":1430481036,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1671},"headData":{"title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach | KQED","description":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","datePublished":"2015-03-09T13:09:31.000Z","dateModified":"2015-05-01T11:50:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39612 http://blogs.kqed.org/mindshift/?p=39612","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/09/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/","disqusTitle":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","path":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao says.\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>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1004","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_91"],"featImg":"mindshift_39625","label":"mindshift"},"mindshift_2123":{"type":"posts","id":"mindshift_2123","meta":{"index":"posts_1591205157","site":"mindshift","id":"2123","score":null,"sort":[1285592413000]},"guestAuthors":[],"slug":"2123","title":"New Site Compares Schools Across the Country","publishDate":1285592413,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp> \u003c/p>\n\u003cp>\u003cfigure id=\"attachment_2166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/t3rmin4t0r/3410448762/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2166\" title=\"score2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/score2-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched \u003ca href=\"http://nbcscorecard.greatschools.org/\">Education Scorecard\u003c/a>. One of the noteworthy features of the site, created by \u003ca href=\"http://www.greatschools.org/%20\">GreatSchools\u003c/a> and \u003ca href=\"http://www.nbc.com\">NBC\u003c/a>, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and those set by the National Assessment of Educational Progress (NAEP).\u003c/p>\n\u003cp>By showing the percentage of students who pass state standardized tests in math and language arts, in, for example, Oakland, Calif., compared to Oakland Unified School District, to the state of California, and to the NAEP exam, parents can assess for themselves how each school stacks up to other schools in the country.\u003c/p>\n\u003cp>Here's why that's important, as explained on the site:\u003c/p>\n\u003cblockquote>\n\u003cp>State assessments are different from the NAEP. Each state determines its own definition of proficiency, whereas the NAEP's definition is the same across the country. The national definition of proficiency is more rigorous than most states' definitions.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c!--more-->The site, which was announced at \u003ca href=\"http://www.educationnation.com\">Education Nation \u003c/a>conference Monday, also shows whether the state is one of 35 states that has complied with \u003ca href=\"http://www.corestandards.org/%20\">Common Core Standards\u003c/a>, which calls for uniform standards across the country; high school graduation requirements; and a comprehensive link to \u003ca href=\"http://nbcscorecard.greatschools.org/use-the-data.html#miscsection\">how to use the data\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once they're armed with the information, parents are prompted to ask questions -- lots of them -- on a range of topics, from what's the gap from national to state results, to what districts are doing to make sure teachers are effective.\u003c/p>\n\u003cp>What's the objective? I asked Bill Jackson, founder and CEO of GreatSchools.\u003c/p>\n\u003cp>\"We want to provide parents and the public with a high-level picture of how schools, states, districts and the country are doing,\" he said. \"It's a tool for parents to be informed. The goal is to make sure kids are on track to be able to go to college and to compete for better jobs. That’s the kind of realism we need. It's setting our expectations on a higher level.\"\u003c/p>\n\u003cp>Jackson sited the state of Tennessee as an example of one that might benefit from Scorecard. \"Until recently, it had a highly inflated view of their achievements,\" he said.Their \"inflated\" state scores were not a realistic reflection of school performance when placed in the context of federal test scores.\u003c/p>\n\u003cp>\"We hope that other states have a really good discussion about that, too\" Jackson said. \"I don’t think it serves anybody if there’s too much wishful thinking.\"\u003c/p>\n\u003cp>In the coming weeks, I'll check in with a variety of sources -- parents, administrators, and teachers -- to see how the site will affect their decision-making process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other partners in the Education Nation Scorecard project include Achieve, the Alliance for Excellent Education, Education Week, the National Parent Teacher Association (PTA), and other education data thought leaders.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285626854,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":486},"headData":{"title":"New Site Compares Schools Across the Country | KQED","description":" Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched Education Scorecard. One of the noteworthy features of the site, created by GreatSchools and NBC, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Site Compares Schools Across the Country","datePublished":"2010-09-27T13:00:13.000Z","dateModified":"2010-09-27T22:34:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2123 http://blogs.kqed.org/mindshift/?p=2123","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/27/2123/","disqusTitle":"New Site Compares Schools Across the Country","path":"/mindshift/2123/2123","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cfigure id=\"attachment_2166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/t3rmin4t0r/3410448762/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2166\" title=\"score2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/score2-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Parents can now compare schools' performance records at a local, district, state, and national level with the newly launched \u003ca href=\"http://nbcscorecard.greatschools.org/\">Education Scorecard\u003c/a>. One of the noteworthy features of the site, created by \u003ca href=\"http://www.greatschools.org/%20\">GreatSchools\u003c/a> and \u003ca href=\"http://www.nbc.com\">NBC\u003c/a>, is its comparison of school performance to federal test scores, which at times highlights the disparities between state standards and those set by the National Assessment of Educational Progress (NAEP).\u003c/p>\n\u003cp>By showing the percentage of students who pass state standardized tests in math and language arts, in, for example, Oakland, Calif., compared to Oakland Unified School District, to the state of California, and to the NAEP exam, parents can assess for themselves how each school stacks up to other schools in the country.\u003c/p>\n\u003cp>Here's why that's important, as explained on the site:\u003c/p>\n\u003cblockquote>\n\u003cp>State assessments are different from the NAEP. Each state determines its own definition of proficiency, whereas the NAEP's definition is the same across the country. The national definition of proficiency is more rigorous than most states' definitions.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c!--more-->The site, which was announced at \u003ca href=\"http://www.educationnation.com\">Education Nation \u003c/a>conference Monday, also shows whether the state is one of 35 states that has complied with \u003ca href=\"http://www.corestandards.org/%20\">Common Core Standards\u003c/a>, which calls for uniform standards across the country; high school graduation requirements; and a comprehensive link to \u003ca href=\"http://nbcscorecard.greatschools.org/use-the-data.html#miscsection\">how to use the data\u003c/a>.\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>Once they're armed with the information, parents are prompted to ask questions -- lots of them -- on a range of topics, from what's the gap from national to state results, to what districts are doing to make sure teachers are effective.\u003c/p>\n\u003cp>What's the objective? I asked Bill Jackson, founder and CEO of GreatSchools.\u003c/p>\n\u003cp>\"We want to provide parents and the public with a high-level picture of how schools, states, districts and the country are doing,\" he said. \"It's a tool for parents to be informed. The goal is to make sure kids are on track to be able to go to college and to compete for better jobs. That’s the kind of realism we need. It's setting our expectations on a higher level.\"\u003c/p>\n\u003cp>Jackson sited the state of Tennessee as an example of one that might benefit from Scorecard. \"Until recently, it had a highly inflated view of their achievements,\" he said.Their \"inflated\" state scores were not a realistic reflection of school performance when placed in the context of federal test scores.\u003c/p>\n\u003cp>\"We hope that other states have a really good discussion about that, too\" Jackson said. \"I don’t think it serves anybody if there’s too much wishful thinking.\"\u003c/p>\n\u003cp>In the coming weeks, I'll check in with a variety of sources -- parents, administrators, and teachers -- to see how the site will affect their decision-making process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other partners in the Education Nation Scorecard project include Achieve, the Alliance for Excellent Education, Education Week, the National Parent Teacher Association (PTA), and other education data thought leaders.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2123/2123","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_92","mindshift_94","mindshift_93","mindshift_91"],"featImg":"mindshift_2166","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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