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graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hackers+are+targeting+a+surprising+group+of+people%3A+young+public+school+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood. And it's not just their credit that's at risk. ","status":"publish","parent":0,"modified":1710945049,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1364},"headData":{"title":"Hackers are targeting a surprising group of people: young public school students | KQED","description":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63360","twTitle":"","twDescription":"","twImgId":"mindshift_63360","socialDescription":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hackers are targeting a surprising group of people: young public school students","datePublished":"2024-03-12T13:59:34.000Z","dateModified":"2024-03-20T14:30:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Kavitha Cardoza","nprImageAgency":"Hannah Bottino for NPR","nprStoryId":"1237497833","nprApiLink":"http://api.npr.org/query?id=1237497833&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/12/1237497833/students-schools-cybersecurity-hackers-credit?ft=nprml&f=1237497833","nprRetrievedStory":"1","nprPubDate":"Wed, 13 Mar 2024 10:58:00 -0400","nprStoryDate":"Tue, 12 Mar 2024 05:01:11 -0400","nprLastModifiedDate":"Wed, 13 Mar 2024 10:58:21 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240312_atc_hackers_are_targeting_a_surprising_group_of_people_young_public_school_students.mp3?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","nprAudioM3u":"http://api.npr.org/m3u/11238130263-82874e.m3u?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63353/hackers-are-targeting-a-surprising-group-of-people-young-public-school-students","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240312_atc_hackers_are_targeting_a_surprising_group_of_people_young_public_school_students.mp3?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Celeste Gravatt first heard about a data breach in her kids’ school system in February 2023, it sounded innocuous.\u003c/p>\n\u003cp>“I didn’t really think anything of it at first,” Gravatt says.\u003c/p>\n\u003cp>Officials at Minneapolis Public Schools called it a “system incident,” then “technical difficulties,” and finally, “an encryption event.”\u003c/p>\n\u003cp>Gravatt has two children who have already graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\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>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\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>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hackers+are+targeting+a+surprising+group+of+people%3A+young+public+school+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63353/hackers-are-targeting-a-surprising-group-of-people-young-public-school-students","authors":["byline_mindshift_63353"],"categories":["mindshift_21579"],"tags":["mindshift_21632","mindshift_20898"],"featImg":"mindshift_63360","label":"mindshift"},"mindshift_63142":{"type":"posts","id":"mindshift_63142","meta":{"index":"posts_1591205157","site":"mindshift","id":"63142","score":null,"sort":[1707735650000]},"guestAuthors":[],"slug":"early-warning-systems-fall-short-in-combating-absenteeism-at-school","title":"Early warning systems fall short in combating absenteeism at school","publishDate":1707735650,"format":"standard","headTitle":"Early warning systems fall short in combating absenteeism at school | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\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-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A post-pandemic study of a school district's early warning system found no effect on absenteeism among low-income students.","status":"publish","parent":0,"modified":1707532099,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1312},"headData":{"title":"Early warning systems fall short in combating absenteeism at school | KQED","description":"A post-pandemic study of a district tracking and flagging at-risk students found no effect on absenteeism among low-income students .","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A post-pandemic study of a district tracking and flagging at-risk students found no effect on absenteeism among low-income students .","schema":{"@context":"http://schema.org","@type":"Article","headline":"Early warning systems fall short in combating absenteeism at school","datePublished":"2024-02-12T11:00:50.000Z","dateModified":"2024-02-10T02:28:19.000Z","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/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \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 fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\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-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school","authors":["byline_mindshift_63142"],"categories":["mindshift_21345","mindshift_21504","mindshift_21579"],"tags":["mindshift_21146","mindshift_21539","mindshift_21704","mindshift_20898"],"featImg":"mindshift_63143","label":"mindshift"},"mindshift_61098":{"type":"posts","id":"mindshift_61098","meta":{"index":"posts_1591205157","site":"mindshift","id":"61098","score":null,"sort":[1677582039000]},"guestAuthors":[],"slug":"worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","description":"Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","datePublished":"2023-02-28T11:00:39.000Z","dateModified":"2023-02-25T06:17:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \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\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\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>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","label":"mindshift"},"mindshift_53821":{"type":"posts","id":"mindshift_53821","meta":{"index":"posts_1591205157","site":"mindshift","id":"53821","score":null,"sort":[1561359664000]},"guestAuthors":[],"slug":"how-preschool-teachers-leverage-student-curiosity-into-early-stem-exploration","title":"How Preschool Teachers Leverage Student Curiosity into Early STEM Exploration","publishDate":1561359664,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Preschool kids are full of curiosity so it's the perfect time to introduce them to science, technology, engineering and math (STEM) concepts. At \u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans\u003c/a> preschool teachers have been trained to teach STEM ideas through play. They set up play centers that explore concepts like building and states of matter. At first many of the adults thought the material would go over kids' heads, but they've been excited that when done in a play-based, age appropriate way that includes lots of hands-on discovery, the kids love it.\u003c/p>\n\u003cp>\"It can be engaging by allowing the kids to just play, stepping back, observing and encouraging them to see how the tool was helpful to them, just based on what they were doing, as opposed to me telling them what to do,\" said Giselle Scott, a preschool master teacher in an \u003ca href=\"https://www.edutopia.org/video/exploring-stem-through-play\" target=\"_blank\" rel=\"noopener\">Edutopia video about the program\u003c/a>.\u003c/p>\n\u003cp>Janay Parham, a preschool assistant teacher, likes exposing students to different subjects, materials and tools that they can use in their future school careers.\u003c/p>\n\u003cp>\"When I was growing up they didn't give us a lot of opportunities to do hands on activities when it came to science,\" said Parham. \"I think if I would have had those opportunities that I'm giving my students, that I would have been able to understand it more and be more interested in it. It's really fun to be able to explore those things with my students now.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qmLEl4QjQ3w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our classrooms, if you're just walking by, it looks like a ball of fun,\" said Angie Belisle, the school director. \"It looks like kids running around playing. It's not stressful to the kids. The teachers make sure activities are tailored so that it's engaging.\"\u003c/p>\n\u003cp>But they also \u003ca href=\"https://www.edutopia.org/video/using-data-support-teacher-and-student-growth\" target=\"_blank\" rel=\"noopener\">collect data \u003c/a>to make sure their program is high quality and that kids are leaving kindergarten-ready. Teachers collect observation data daily by interacting with kids in their play and talking with them. They take notes on both their cognitive and social development.\u003c/p>\n\u003cp>Master teachers also use data to support professional development through \"reflective supervision.\" The emphasis is on growing as a teacher. Master teachers help their less-experienced colleagues by discussing both what went well and where the teacher can continue growing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/PhMkqjbiSaA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Preschool students aren't too young to begin exploring their curiosity through play-based STEM activities.","status":"publish","parent":0,"modified":1561418080,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/qmLEl4QjQ3w","https://www.youtube.com/embed/PhMkqjbiSaA"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":380},"headData":{"title":"How Preschool Teachers Leverage Student Curiosity into Early STEM Exploration | KQED","description":"Preschool students aren't too young to begin exploring their curiosity through play-based STEM activities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Preschool Teachers Leverage Student Curiosity into Early STEM Exploration","datePublished":"2019-06-24T07:01:04.000Z","dateModified":"2019-06-24T23:14:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53821 https://ww2.kqed.org/mindshift/?p=53821","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/24/how-preschool-teachers-leverage-student-curiosity-into-early-stem-exploration/","disqusTitle":"How Preschool Teachers Leverage Student Curiosity into Early STEM Exploration","path":"/mindshift/53821/how-preschool-teachers-leverage-student-curiosity-into-early-stem-exploration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Preschool kids are full of curiosity so it's the perfect time to introduce them to science, technology, engineering and math (STEM) concepts. At \u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans\u003c/a> preschool teachers have been trained to teach STEM ideas through play. They set up play centers that explore concepts like building and states of matter. At first many of the adults thought the material would go over kids' heads, but they've been excited that when done in a play-based, age appropriate way that includes lots of hands-on discovery, the kids love it.\u003c/p>\n\u003cp>\"It can be engaging by allowing the kids to just play, stepping back, observing and encouraging them to see how the tool was helpful to them, just based on what they were doing, as opposed to me telling them what to do,\" said Giselle Scott, a preschool master teacher in an \u003ca href=\"https://www.edutopia.org/video/exploring-stem-through-play\" target=\"_blank\" rel=\"noopener\">Edutopia video about the program\u003c/a>.\u003c/p>\n\u003cp>Janay Parham, a preschool assistant teacher, likes exposing students to different subjects, materials and tools that they can use in their future school careers.\u003c/p>\n\u003cp>\"When I was growing up they didn't give us a lot of opportunities to do hands on activities when it came to science,\" said Parham. \"I think if I would have had those opportunities that I'm giving my students, that I would have been able to understand it more and be more interested in it. It's really fun to be able to explore those things with my students now.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qmLEl4QjQ3w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>\"Our classrooms, if you're just walking by, it looks like a ball of fun,\" said Angie Belisle, the school director. \"It looks like kids running around playing. It's not stressful to the kids. The teachers make sure activities are tailored so that it's engaging.\"\u003c/p>\n\u003cp>But they also \u003ca href=\"https://www.edutopia.org/video/using-data-support-teacher-and-student-growth\" target=\"_blank\" rel=\"noopener\">collect data \u003c/a>to make sure their program is high quality and that kids are leaving kindergarten-ready. Teachers collect observation data daily by interacting with kids in their play and talking with them. They take notes on both their cognitive and social development.\u003c/p>\n\u003cp>Master teachers also use data to support professional development through \"reflective supervision.\" The emphasis is on growing as a teacher. Master teachers help their less-experienced colleagues by discussing both what went well and where the teacher can continue growing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/PhMkqjbiSaA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53821/how-preschool-teachers-leverage-student-curiosity-into-early-stem-exploration","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_152","mindshift_391","mindshift_20898","mindshift_208"],"featImg":"mindshift_53830","label":"mindshift"},"mindshift_51518":{"type":"posts","id":"mindshift_51518","meta":{"index":"posts_1591205157","site":"mindshift","id":"51518","score":null,"sort":[1530021615000]},"guestAuthors":[],"slug":"how-transparent-is-school-data-when-parents-cant-find-it-or-understand-it","title":"How Transparent is School Data When Parents Can’t Find it or Understand it?","publishDate":1530021615,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Mosi Zuberi learned that his 18-year-old son, Kaja, might not graduate from McClymonds High School in Oakland, he anguished over his parenting missteps, wondering where he had gone wrong. Yet, after seeing data from the \u003ca href=\"https://caschooldashboard.org/#/ReportDetail/01612590110189/3/4\">California School Dashboard\u003c/a> and learning that close to one-fifth of McClymonds’ students were not graduating, he mentally shifted some accountability to the school, seeing a systemic failure to meet the needs of all students.\u003c/p>\n\u003cp>Zuberi, like many parents across the country, felt he could have been a better advocate for his child had data about the school been more explicit and easier to find.\u003c/p>\n\u003cp>Data has become particularly relevant for parents whose children attend low-performing schools. It can answer questions about school safety, disciplinary actions taken against certain student groups, graduation rates, attendance and academic performance. Several parents with children in low-performing schools view a child’s academic struggles as an individual responsibility — their child’s fault, or their own — but access to and understanding of school data can help them identify broader problems. For example, is only their child reading below grade-level or are a majority of the students? With better understanding, they can take action — invest in a tutor if the problem is isolated, for example, or demand that their district spend more on reading programs if the issue is widespread.\u003c/p>\n\u003cp>Many parents, however, experience educational, technological and language barriers to accessing and understanding data, limiting their ability to make informed decisions about their children.\u003c/p>\n\u003cp>To address this problem, grassroots parent-networks have been sprouting up to give parents the tools they need to make use of public data systems. In addition, federal and many local governments are advocating for policies that would make educational data — similar to what Zuberi saw on the California School Dashboard — more accessible, transparent and helpful to parents. In January 2017, the Department of Education issued \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf\">guidance\u003c/a> informing local education officials about the need to produce public “report cards,” with data about student achievement, graduation rates and other indicators in concise “language that parents can understand.” These changes could offer parents like Zuberi a deeper understanding of the educational systems in their communities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zuberi admits that he was not aware of McClymonds’ negative indicators on school climate and graduation rates before school officials called him and Kaja in to tell them that Kaja would not graduate. He described that January 2017 meeting as “emasculating,” saying that a teacher seemed to ignore him as she told Kaja he would fail her course and offered no options to change the situation.\u003c/p>\n\u003cp>“I was going through the meeting like, ‘don’t break down, stay strong,’ and I heard my son call out to me and say, ‘What do I do?’” Zuberi recounted. “I have been misled. I misled my son, sending him to that school saying it was a place he should go, but it wasn’t.”\u003c/p>\n\u003cp>Soon after that, Zuberi pulled Kaja out of the school to complete his final courses online, so that he could graduate on time. But the experience left him uneasy about his younger children, still in district schools.\u003c/p>\n\u003cp>In a search for answers, Zuberi came across and joined \u003ca href=\"https://www.facebook.com/theoaklandreach\">The Oakland REACH\u003c/a>\u003cu>,\u003c/u> a grass-roots parent organization started in 2016 that canvasses in high-needs areas in the city. The organization goes school-to-school and door-to-door to provide parents with tools to help them access, understand and use school data to hold officials accountable for academic outcomes.\u003c/p>\n\u003cfigure id=\"attachment_51523\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51523 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-2-e1529992627262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Hakeem Bey’s laminated list of Oakland schools’ achievement data, which he uses while canvassing for Oakland REACH. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When parents see the data about their schools, they give us this look like, ‘This can’t be right,’ ” explained Hakeem Bey, a parent-leader who canvasses for the organization, pointing to a laminated paper list of school achievement data he takes around with him. “Then they don’t want us to leave because they wonder, ‘What can I do now?’”\u003c/p>\n\u003cp>Canvassers like Bey use that opportunity to invite parents to be learn about and apply to their fellowship program, a ten-session course that provides $200 vouchers for refurbished laptops (through its partnership with the nonprofit Tech Exchange), teaches parents digital literacy and shows them how to access and understand school data. “Everything is online now,” Bey said. Parents also learn how to use that data to advocate for change at school board meetings and with high-power community officials. On top of that, Oakland REACH gives parents a $500 stipend upon course completion.\u003c/p>\n\u003cp>Such efforts are critical, as an estimated 22.8 percent of households in Oakland don’t have a desktop or laptop at home, and 18.9 percent of households don’t have internet subscriptions, according to the 2016 American Community Survey conducted by the \u003ca href=\"https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml\">U.S. Census Bureau\u003c/a>. (In neighboring Berkeley, the survey reports that only an estimated 8.1 percent of households lack a desktop or laptop, and just 10.3 percent of homes don’t have internet subscriptions.) Families who don’t have access to the internet at home, due to a lack of hardware or broadband availability, often use their phones to access websites. Smartphones, however, offer limited access because several school data systems are more difficult to navigate on mobile devices.\u003c/p>\n\u003cp>Bey said that as Zuberi goes through the course, things will begin to change for him, the same way they did for Bey when he first joined the program.\u003c/p>\n\u003cp>Bey went through the fellowship program in 2017, and the data he saw showed him that, although his four children were in schools in a safe neighborhood in Oakland, a majority of students at the school his two elder children attended did not perform well on math and reading state exams.\u003c/p>\n\u003cp>After going through the fellowship, he moved his eldest son, a 10th-grader, to a higher-performing charter school. He wanted to send his eighth-grade daughter there, too, but transferring to another school isn’t always easy: She is no. 126 on the waiting list.\u003c/p>\n\u003cp>This situation still makes Bey anxious. He regularly checks data on academic achievement and outcomes at his daughter’s school, and those numbers haven’t improved to his satisfaction. Despite the fact that Bey’s children are doing well individually, he remains worried.\u003c/p>\n\u003cp>“Every [school] break, they have some summer reading program, because I am just trying to do extra on my end,” Bey said about his children. “I feel like their grades are all great, but my mindset is like, ‘you are giving me A’s and B’s but are they actually getting grade-level work if the whole school is behind?’ That’s what scares me.” Bey says such thinking reflects analytic skills taught during his fellowship experience.\u003c/p>\n\u003cp>Learning about and logging into data systems is only part of the struggle for parents. District data portals frequently go through iterations, changing the way indicators are calculated and the jargon used to describe them. After each change, parents must relearn how to interpret the data, which can be a disincentive for parents who work many hours to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_51524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51524 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-3-e1529992743574.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Shoniqua Kemp, left, and her friend LaTonya Peterson inside the Detroit Parent Network building. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Detroit, Shoniqua Kemp, a low-income single parent, has struggled to stay informed about her children’s education. After multiple suspensions, Kemp’s son dropped out of high school during his junior year. Concerned about her younger, 17-year-old daughter, Kemp joined the Detroit Parent Network, a nonprofit organization. In addition to encouraging community engagement, the group shed light on something Kemp hadn’t thought much about during her son’s experience: school data.\u003c/p>\n\u003cp>Unlike Bey, Kemp has had poor experiences with charter schools, so she plans to keep her daughter in Osborn Academy of Mathematics, her district-run neighborhood school. She hopes the teen will have a more promising academic trajectory than her brother did and will get into and graduate from college.\u003c/p>\n\u003cp>Yet most of the data coming out of Osborn brings Kemp more stress and frustration rather than a sense of empowerment. According to the \u003ca href=\"https://www.mischooldata.org/SchoolIndex/SchoolOverview.aspx\">state data dashboard\u003c/a>, only 7.98 percent of students met proficiency targets on math and English language arts exams during the 2016-17 school year and only 8.38 percent of students showed academic growth.\u003c/p>\n\u003cp>Asked if she was concerned about the poor performance of the school, Kemp broke out in tears, saying she had spoken with teachers and the school principal about academic achievement, school attendance and graduation rates — but still sees no improvement.\u003c/p>\n\u003cp>Kemp also said that frequent changes to the \u003ca href=\"https://www.mischooldata.org/ParentDashboard\">MI School Data Parent Dashboard For School Transparency\u003c/a> website — a report card launched last year by the Michigan State Department of Education (MDE) — have made it difficult for her to understand and interpret.\u003c/p>\n\u003cp>“The state of Michigan has recently revamped that system, and for me, as a parent who understood it prior to them changing it, it’s horrible,” said Kemp, noting that she was trained by the Detroit Parent Network to read the previous MDE system and has difficulty with the new platform’s jargon. “I don’t even go to it anymore. I can’t understand it.”\u003c/p>\n\u003cp>Researchers tracking state and local district data say Kemp’s situation is not unusual. They often see data portals that claim to be designed for parents but are filled with professional jargon and lack contextual meaning.\u003c/p>\n\u003cp>Using an app called Hemingway, the Data Quality Campaign, a Washington, D.C.-based nonprofit that \u003ca href=\"https://dataqualitycampaign.org/showmethedata/\">reviews\u003c/a> the accessibility and usefulness of public school data, analyzed the language on so-called state report cards in 17 states in September 2017. They found that in 11 out of 17 states, the language was equivalent to a college sophomore’s reading level — or higher.\u003c/p>\n\u003cp>By comparison, most public presidential addresses are on a sixth- to eighth-grade reading level, according to \u003ca href=\"https://www.cmu.edu/news/stories/archives/2016/march/speechifying.html\">research\u003c/a> from Carnegie Mellon University.\u003c/p>\n\u003cp>“When we make [report cards] difficult to access and use, we are in a sense obscuring our ability to understand how schools and students are performing,” said Paige Kowalski, the executive vice president of the Data Quality Campaign.\u003c/p>\n\u003cp>Even her team, which includes people with master’s degrees, has difficulty understanding student reports and data, she said: “People who are fluent in English, well-educated and seeking degrees in education policy struggle with this, too.”\u003c/p>\n\u003cp>Kowalski also notes that parents of English language learners are often shut out from understanding school data because it appears only in English. She is hoping to see a change from state and local governments.\u003c/p>\n\u003cp>Kemp hopes these changes can be done, to help other parents like her who want to help their children get a better education, but are often thwarted by barriers to data.\u003c/p>\n\u003cp>“My consistent prayer is that people will become more aware of the pertinent data that they need to serve their purpose, and what it is going to take to bring all of our children to success,” said Kemp. “At some point, we will move together on one accord for our children’s future aspirations. I do believe it. It might be far-fetched, but I believe.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about education data for parents was produced by \u003ca href=\"http://hechingerreport.org/\">The\u003c/a> \u003ca href=\"http://hechingerreport.org/\">Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em> \u003cem>Jenny Abamu is a reporter for \u003ca href=\"https://www.edsurge.com/\">EdSurge\u003c/a>, a c\u003c/em>\u003cem>ompany that reports on education technology through newsletters, research and news. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents could better advocate for their children if school data were easier to access and to understand. The data is particularly relevant for parents whose children attend low-performing schools, yet school “report cards” are often jargon-filled and hard to find.","status":"publish","parent":0,"modified":1530020506,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2013},"headData":{"title":"How Transparent is School Data When Parents Can’t Find it or Understand it? | KQED","description":"Parents could better advocate for their children if school data were easier to access and to understand. The data is particularly relevant for parents whose children attend low-performing schools, yet school “report cards” are often jargon-filled and hard to find.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Transparent is School Data When Parents Can’t Find it or Understand it?","datePublished":"2018-06-26T14:00:15.000Z","dateModified":"2018-06-26T13:41:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51518 https://ww2.kqed.org/mindshift/?p=51518","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/26/how-transparent-is-school-data-when-parents-cant-find-it-or-understand-it/","disqusTitle":"How Transparent is School Data When Parents Can’t Find it or Understand it?","nprByline":"\u003ca href=\"https://twitter.com/jennyabamu\">Jenny Abamu\u003c/a>","path":"/mindshift/51518/how-transparent-is-school-data-when-parents-cant-find-it-or-understand-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Mosi Zuberi learned that his 18-year-old son, Kaja, might not graduate from McClymonds High School in Oakland, he anguished over his parenting missteps, wondering where he had gone wrong. Yet, after seeing data from the \u003ca href=\"https://caschooldashboard.org/#/ReportDetail/01612590110189/3/4\">California School Dashboard\u003c/a> and learning that close to one-fifth of McClymonds’ students were not graduating, he mentally shifted some accountability to the school, seeing a systemic failure to meet the needs of all students.\u003c/p>\n\u003cp>Zuberi, like many parents across the country, felt he could have been a better advocate for his child had data about the school been more explicit and easier to find.\u003c/p>\n\u003cp>Data has become particularly relevant for parents whose children attend low-performing schools. It can answer questions about school safety, disciplinary actions taken against certain student groups, graduation rates, attendance and academic performance. Several parents with children in low-performing schools view a child’s academic struggles as an individual responsibility — their child’s fault, or their own — but access to and understanding of school data can help them identify broader problems. For example, is only their child reading below grade-level or are a majority of the students? With better understanding, they can take action — invest in a tutor if the problem is isolated, for example, or demand that their district spend more on reading programs if the issue is widespread.\u003c/p>\n\u003cp>Many parents, however, experience educational, technological and language barriers to accessing and understanding data, limiting their ability to make informed decisions about their children.\u003c/p>\n\u003cp>To address this problem, grassroots parent-networks have been sprouting up to give parents the tools they need to make use of public data systems. In addition, federal and many local governments are advocating for policies that would make educational data — similar to what Zuberi saw on the California School Dashboard — more accessible, transparent and helpful to parents. In January 2017, the Department of Education issued \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf\">guidance\u003c/a> informing local education officials about the need to produce public “report cards,” with data about student achievement, graduation rates and other indicators in concise “language that parents can understand.” These changes could offer parents like Zuberi a deeper understanding of the educational systems in their communities.\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>Zuberi admits that he was not aware of McClymonds’ negative indicators on school climate and graduation rates before school officials called him and Kaja in to tell them that Kaja would not graduate. He described that January 2017 meeting as “emasculating,” saying that a teacher seemed to ignore him as she told Kaja he would fail her course and offered no options to change the situation.\u003c/p>\n\u003cp>“I was going through the meeting like, ‘don’t break down, stay strong,’ and I heard my son call out to me and say, ‘What do I do?’” Zuberi recounted. “I have been misled. I misled my son, sending him to that school saying it was a place he should go, but it wasn’t.”\u003c/p>\n\u003cp>Soon after that, Zuberi pulled Kaja out of the school to complete his final courses online, so that he could graduate on time. But the experience left him uneasy about his younger children, still in district schools.\u003c/p>\n\u003cp>In a search for answers, Zuberi came across and joined \u003ca href=\"https://www.facebook.com/theoaklandreach\">The Oakland REACH\u003c/a>\u003cu>,\u003c/u> a grass-roots parent organization started in 2016 that canvasses in high-needs areas in the city. The organization goes school-to-school and door-to-door to provide parents with tools to help them access, understand and use school data to hold officials accountable for academic outcomes.\u003c/p>\n\u003cfigure id=\"attachment_51523\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51523 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-2-e1529992627262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Hakeem Bey’s laminated list of Oakland schools’ achievement data, which he uses while canvassing for Oakland REACH. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When parents see the data about their schools, they give us this look like, ‘This can’t be right,’ ” explained Hakeem Bey, a parent-leader who canvasses for the organization, pointing to a laminated paper list of school achievement data he takes around with him. “Then they don’t want us to leave because they wonder, ‘What can I do now?’”\u003c/p>\n\u003cp>Canvassers like Bey use that opportunity to invite parents to be learn about and apply to their fellowship program, a ten-session course that provides $200 vouchers for refurbished laptops (through its partnership with the nonprofit Tech Exchange), teaches parents digital literacy and shows them how to access and understand school data. “Everything is online now,” Bey said. Parents also learn how to use that data to advocate for change at school board meetings and with high-power community officials. On top of that, Oakland REACH gives parents a $500 stipend upon course completion.\u003c/p>\n\u003cp>Such efforts are critical, as an estimated 22.8 percent of households in Oakland don’t have a desktop or laptop at home, and 18.9 percent of households don’t have internet subscriptions, according to the 2016 American Community Survey conducted by the \u003ca href=\"https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml\">U.S. Census Bureau\u003c/a>. (In neighboring Berkeley, the survey reports that only an estimated 8.1 percent of households lack a desktop or laptop, and just 10.3 percent of homes don’t have internet subscriptions.) Families who don’t have access to the internet at home, due to a lack of hardware or broadband availability, often use their phones to access websites. Smartphones, however, offer limited access because several school data systems are more difficult to navigate on mobile devices.\u003c/p>\n\u003cp>Bey said that as Zuberi goes through the course, things will begin to change for him, the same way they did for Bey when he first joined the program.\u003c/p>\n\u003cp>Bey went through the fellowship program in 2017, and the data he saw showed him that, although his four children were in schools in a safe neighborhood in Oakland, a majority of students at the school his two elder children attended did not perform well on math and reading state exams.\u003c/p>\n\u003cp>After going through the fellowship, he moved his eldest son, a 10th-grader, to a higher-performing charter school. He wanted to send his eighth-grade daughter there, too, but transferring to another school isn’t always easy: She is no. 126 on the waiting list.\u003c/p>\n\u003cp>This situation still makes Bey anxious. He regularly checks data on academic achievement and outcomes at his daughter’s school, and those numbers haven’t improved to his satisfaction. Despite the fact that Bey’s children are doing well individually, he remains worried.\u003c/p>\n\u003cp>“Every [school] break, they have some summer reading program, because I am just trying to do extra on my end,” Bey said about his children. “I feel like their grades are all great, but my mindset is like, ‘you are giving me A’s and B’s but are they actually getting grade-level work if the whole school is behind?’ That’s what scares me.” Bey says such thinking reflects analytic skills taught during his fellowship experience.\u003c/p>\n\u003cp>Learning about and logging into data systems is only part of the struggle for parents. District data portals frequently go through iterations, changing the way indicators are calculated and the jargon used to describe them. After each change, parents must relearn how to interpret the data, which can be a disincentive for parents who work many hours to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_51524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51524 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-3-e1529992743574.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Shoniqua Kemp, left, and her friend LaTonya Peterson inside the Detroit Parent Network building. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Detroit, Shoniqua Kemp, a low-income single parent, has struggled to stay informed about her children’s education. After multiple suspensions, Kemp’s son dropped out of high school during his junior year. Concerned about her younger, 17-year-old daughter, Kemp joined the Detroit Parent Network, a nonprofit organization. In addition to encouraging community engagement, the group shed light on something Kemp hadn’t thought much about during her son’s experience: school data.\u003c/p>\n\u003cp>Unlike Bey, Kemp has had poor experiences with charter schools, so she plans to keep her daughter in Osborn Academy of Mathematics, her district-run neighborhood school. She hopes the teen will have a more promising academic trajectory than her brother did and will get into and graduate from college.\u003c/p>\n\u003cp>Yet most of the data coming out of Osborn brings Kemp more stress and frustration rather than a sense of empowerment. According to the \u003ca href=\"https://www.mischooldata.org/SchoolIndex/SchoolOverview.aspx\">state data dashboard\u003c/a>, only 7.98 percent of students met proficiency targets on math and English language arts exams during the 2016-17 school year and only 8.38 percent of students showed academic growth.\u003c/p>\n\u003cp>Asked if she was concerned about the poor performance of the school, Kemp broke out in tears, saying she had spoken with teachers and the school principal about academic achievement, school attendance and graduation rates — but still sees no improvement.\u003c/p>\n\u003cp>Kemp also said that frequent changes to the \u003ca href=\"https://www.mischooldata.org/ParentDashboard\">MI School Data Parent Dashboard For School Transparency\u003c/a> website — a report card launched last year by the Michigan State Department of Education (MDE) — have made it difficult for her to understand and interpret.\u003c/p>\n\u003cp>“The state of Michigan has recently revamped that system, and for me, as a parent who understood it prior to them changing it, it’s horrible,” said Kemp, noting that she was trained by the Detroit Parent Network to read the previous MDE system and has difficulty with the new platform’s jargon. “I don’t even go to it anymore. I can’t understand it.”\u003c/p>\n\u003cp>Researchers tracking state and local district data say Kemp’s situation is not unusual. They often see data portals that claim to be designed for parents but are filled with professional jargon and lack contextual meaning.\u003c/p>\n\u003cp>Using an app called Hemingway, the Data Quality Campaign, a Washington, D.C.-based nonprofit that \u003ca href=\"https://dataqualitycampaign.org/showmethedata/\">reviews\u003c/a> the accessibility and usefulness of public school data, analyzed the language on so-called state report cards in 17 states in September 2017. They found that in 11 out of 17 states, the language was equivalent to a college sophomore’s reading level — or higher.\u003c/p>\n\u003cp>By comparison, most public presidential addresses are on a sixth- to eighth-grade reading level, according to \u003ca href=\"https://www.cmu.edu/news/stories/archives/2016/march/speechifying.html\">research\u003c/a> from Carnegie Mellon University.\u003c/p>\n\u003cp>“When we make [report cards] difficult to access and use, we are in a sense obscuring our ability to understand how schools and students are performing,” said Paige Kowalski, the executive vice president of the Data Quality Campaign.\u003c/p>\n\u003cp>Even her team, which includes people with master’s degrees, has difficulty understanding student reports and data, she said: “People who are fluent in English, well-educated and seeking degrees in education policy struggle with this, too.”\u003c/p>\n\u003cp>Kowalski also notes that parents of English language learners are often shut out from understanding school data because it appears only in English. She is hoping to see a change from state and local governments.\u003c/p>\n\u003cp>Kemp hopes these changes can be done, to help other parents like her who want to help their children get a better education, but are often thwarted by barriers to data.\u003c/p>\n\u003cp>“My consistent prayer is that people will become more aware of the pertinent data that they need to serve their purpose, and what it is going to take to bring all of our children to success,” said Kemp. “At some point, we will move together on one accord for our children’s future aspirations. I do believe it. It might be far-fetched, but I believe.”\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 about education data for parents was produced by \u003ca href=\"http://hechingerreport.org/\">The\u003c/a> \u003ca href=\"http://hechingerreport.org/\">Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em> \u003cem>Jenny Abamu is a reporter for \u003ca href=\"https://www.edsurge.com/\">EdSurge\u003c/a>, a c\u003c/em>\u003cem>ompany that reports on education technology through newsletters, research and news. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51518/how-transparent-is-school-data-when-parents-cant-find-it-or-understand-it","authors":["byline_mindshift_51518"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_231","mindshift_20898"],"featImg":"mindshift_51522","label":"mindshift"},"mindshift_45396":{"type":"posts","id":"mindshift_45396","meta":{"index":"posts_1591205157","site":"mindshift","id":"45396","score":null,"sort":[1465284098000]},"guestAuthors":[],"slug":"whats-at-risk-when-schools-focus-too-much-on-student-data","title":"What's At Risk When Schools Focus Too Much on Student Data?","publishDate":1465284098,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","status":"publish","parent":0,"modified":1465284098,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1244},"headData":{"title":"What's At Risk When Schools Focus Too Much on Student Data? | KQED","description":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's At Risk When Schools Focus Too Much on Student Data?","datePublished":"2016-06-07T07:21:38.000Z","dateModified":"2016-06-07T07:21:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45396 http://ww2.kqed.org/mindshift/?p=45396","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/07/whats-at-risk-when-schools-focus-too-much-on-student-data/","disqusTitle":"What's At Risk When Schools Focus Too Much on Student Data?","nprImageCredit":"Jamie Jones","nprByline":"Anya Kamenetz","nprImageAgency":"Getty Images/Ikon Images","nprStoryId":"480029234","nprApiLink":"http://api.npr.org/query?id=480029234&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/06/03/480029234/5-doubts-about-data-driven-schools?ft=nprml&f=480029234","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Jun 2016 11:11:00 -0400","nprStoryDate":"Fri, 03 Jun 2016 06:00:00 -0400","nprLastModifiedDate":"Fri, 03 Jun 2016 11:11:44 -0400","path":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\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 U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\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>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","authors":["byline_mindshift_45396"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_631","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_117","mindshift_20898"],"featImg":"mindshift_45402","label":"mindshift"},"mindshift_44417":{"type":"posts","id":"mindshift_44417","meta":{"index":"posts_1591205157","site":"mindshift","id":"44417","score":null,"sort":[1458631640000]},"guestAuthors":[],"slug":"beyond-data-building-empathy-in-adults-with-student-shadow-days","title":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","publishDate":1458631640,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ","status":"publish","parent":0,"modified":1492623941,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/149355407"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2118},"headData":{"title":"Beyond Data: Building Empathy in Adults Through Student Shadow Days | KQED","description":"When district-level leaders can shadow students for a day, either as a trial or as part of the school's culture, valuable insights are gained that typically can't be measured by data. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","datePublished":"2016-03-22T07:27:20.000Z","dateModified":"2017-04-19T17:45:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44417 http://ww2.kqed.org/mindshift/?p=44417","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/22/beyond-data-building-empathy-in-adults-with-student-shadow-days/","disqusTitle":"Beyond Data: Building Empathy in Adults Through Student Shadow Days","path":"/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\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 also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\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 has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44417/beyond-data-building-empathy-in-adults-with-student-shadow-days","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_21089","mindshift_20699","mindshift_20784","mindshift_1040","mindshift_20898"],"featImg":"mindshift_44464","label":"mindshift"},"mindshift_42473":{"type":"posts","id":"mindshift_42473","meta":{"index":"posts_1591205157","site":"mindshift","id":"42473","score":null,"sort":[1444980009000]},"guestAuthors":[],"slug":"can-notifications-encourage-college-students-to-excel","title":"Can Notifications Encourage Struggling College Students to Succeed?","publishDate":1444980009,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Our\u003c/em> \u003ca href=\"http://www.npr.org/sections/ed/2015/10/12/446351549/ideas-a-new-series-from-npr-ed\">Ideas series\u003c/a>\u003cem> is exploring innovation in education.\u003c/em>\u003c/p>\n\u003cp>It's 20-year-old Randall Lofton's third shot at college. He's already wiped out twice. Too much partying and basketball, he says, and not enough studying. \"I didn't apply myself.\"\u003c/p>\n\u003cp>Lofton is now trying to balance a full-time job with three classes at community college. He's taking a mix of online and in-class work at Valencia College in Orlando, Fla.\u003c/p>\n\u003cp>\"So this is pretty much my last chance,\" he says. \"This is something that I want to do, so I'm gonna work my heart off.\"\u003c/p>\n\u003cp>So far, he is. Lofton recently aced an online introductory composition class. One small thing that may have proved a big help: His professor sent several personalized messages of support. Lofton even keeps one email from his English professor, Neal Phillips, saved on his tablet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I screen-shot it and I saved it,\" Lofton says. \"And he was basically saying, like, 'Don't quit, you're very hardworking in this class. The course is almost over; I appreciate your participation. I appreciate how you're very diligent and very intrigued by the work.' That touched me that somebody was paying attention. And I'm not just in somebody's class just as a name. That was cool.\"\u003c/p>\n\u003cfigure id=\"attachment_42475\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42475\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/valenciacollegeew-4-edit_slide-493f1176206ab4c706c5550ee051dd28390634a4-e1444976052705.jpg\" alt=\"Randall Lofton, 20, is trying to balance a full-time job and three classes at Valencia College.\" width=\"250\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">Randall Lofton, 20, is trying to balance a full-time job and three classes at Valencia College. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The email from Phillips showed genuine care from an engaged professor. It was also, perhaps unbeknownst to Lofton, part of the community college's strategy to marry data science with interventions to improve student performance.\u003c/p>\n\u003cp>Call it higher ed's version of \u003ca href=\"http://www.imdb.com/title/tt1210166/\">Moneyball.\u003c/a> Only the goal isn't a World Series ring; it's to help more students stick with college, improve academically and graduate.\u003c/p>\n\u003cp>Fast analysis of disparate data streams, including your daily Web surfing, helps corporate America market its goods, chart growth and follow you across the Internet with annoying ads. Innovative predictive analytics are essential for businesses, especially tech companies. They've got \u003ca href=\"http://theinnovationenterprise.com/summits/predictive-analytics-innovation-chicago-2015\">annual conferences on the stuff\u003c/a>.\u003c/p>\n\u003cp>So why aren't more of the best minds in higher education doing more to tap those data streams to improve teaching and learning?\u003c/p>\n\u003cp>Yes, colleges and universities have long used data to help shape policy.\u003c/p>\n\u003cp>But too often, critics say, the approach is retro — looking at performance data in spreadsheets that administrators funnel into sparsely read \"best practices\" reports for faculty. Or the information is kept in silos and used for alumni fundraising, marketing or for preparing reports for the board of directors.\u003c/p>\n\u003cp>It is, in effect, academic autopsy data. The information rarely has anything to do with helping improve student learning \u003cem>in real time.\u003c/em>\u003c/p>\n\u003cp>Now, more schools such as \u003ca href=\"http://valenciacollege.edu/\">Valencia College\u003c/a> are dipping their toes deeper into the streams of what some have dubbed predictive and learning analytics.\u003c/p>\n\u003cp>Yep, more annoying ed-tech buzzwords. Basically it means \u003ca href=\"http://www.npr.org/sections/ed/2014/07/04/327745863/big-data-comes-to-college\">big data goes to college\u003c/a>, as software and digital platforms collect and sort academic data that teachers can then use quickly as an intervention strategy. The data collected include how engaged a student is online with course material, with discussion forums, and information on his or her academic background and other data points.\u003c/p>\n\u003cp>The goal is to use data science to improve learning, boost completion rates and help teachers and counselors better target academic interventions fast, with a compelling nudge, counseling or other outreach.\u003c/p>\n\u003cp>\"It's our mission to democratize data,\" says Mark Milliron, co-founder and chief learning officer with the higher ed software company \u003ca href=\"http://www.civitaslearningspace.com/\">Civitas Learning\u003c/a>, a leader in this field. \"And to to get that data to people who need it most — the faculty, students and advisers.\" There are others doing similar work including Civitas competitors \u003ca href=\"http://www.starfishsolutions.com/\">Starfish\u003c/a> and \u003ca href=\"http://www.blackboard.com/\">Blackboard\u003c/a>.\u003c/p>\n\u003cp>Valencia College is currently piloting evidence-based data-analysis tools by Civitas aimed at helping boost student engagement and performance.\u003c/p>\n\u003cfigure id=\"attachment_42474\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42474\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/valenciacollegeew-1-edit_slide-900a2d65f7fef0b2c3fc18136522b0a7ccc96bce-e1444976490878.jpg\" alt=\"English professor Neal Phillips sits at a Valencia campus computer in Orlando, Fla., crafting an email blast to students who've been flagged by a new program that analyzes how they're performing.\" width=\"250\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">English professor Neal Phillips sits at a Valencia campus computer in Orlando, Fla., crafting an email blast to students who've been flagged by a new program that analyzes how they're performing. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's early in the fall semester, but Phillips already sees danger signs for a handful of students in his online Intro to English Composition class. Some students haven't logged in lately or seem academically adrift.\u003c/p>\n\u003cp>And so, on a recent afternoon, he's at a computer on campus, crafting an email blast to students on his class roster who have a red frowny-face circle next to their name.\u003c/p>\n\u003cp>\"Dear so and so. I don't like to say 'dear.' So I'm gonna put instead YO!\" he says as he taps away at his keyboard.\u003c/p>\n\u003cp>He wants to reach out to them before it's too late. The emails will land in inboxes looking personalized to each student. And they are — sort of.\u003c/p>\n\u003cp>\"Your ole professor Phillips here,\" he continues writing.\u003c/p>\n\u003cp>He opts for the more personalized \"I care\" tack over the vaguely creepy, \"I'm watching your online activity\" approach.\u003c/p>\n\u003cp>\"I wanted to know if there's anything additional I could do to assist you in the course,\" he writes to half a dozen red-flagged students.\u003c/p>\n\u003cp>These introductory or \"gateway\" courses are hugely important for Valencia, as they are at many other community colleges. National and Valencia figures show that if students withdraw from or fail even\u003cem> one\u003c/em> of their first five course attempts, their chance of graduating is cut in half. Fail or withdraw from two classes, and those chances are cut in half again.\u003c/p>\n\u003cp>But fast, early interventions might save them. \"We want to help them get there as much as possible,\" Philips says, \"because, yeah, the data is not good if they don't do well on the first try.\"\u003c/p>\n\u003cp>To help intervene, he's using software and a learning platform called \u003ca href=\"http://www.civitaslearning.com/solutions/\">Illume\u003c/a> and an app called Inspire. Both are from Civitas.\u003c/p>\n\u003cp>Here's how it works: The system vacuums up as much data as possible on things such as student participation online in assignments and discussion boards, how often and how long a student logs in to the school's learning platform, and data on a student's academic background. It's refreshed four times a day to create a student \"engagement score,\" among other data points.\u003c/p>\n\u003cp>\"It's unique because it's not just grade data or did they reply to something. It's a more holistic view of the student,\" says Valencia mathematics professor Brian Macon. \"I don't think I'd want to teach without it now that I've had it for a year.\"\u003c/p>\n\u003cp>Of course, professors have long had the ability to send a pep talk email or try to motivate and engage students with the right words after class or during office hours.\u003c/p>\n\u003cp>But the difference now, says Kurt Ewen, a senior administrator at Valencia, is that real-time feedback allows teachers to more quickly flag a student who's struggling and, perhaps, better pinpoint what types of interventions might be needed.\u003c/p>\n\u003cp>\"Part of what this tool allows for us to do is to shorten the amount of time that we have to wait to see where a student is,\" Ewen says. \"Now they can do it in a way that they don't have to wait until after midterm.\"\u003c/p>\n\u003cp>The tools also can gather and analyze data from college or university learning-management and student-data systems, among other streams. That, for example, can tell a school exactly what its GPA tipping-point for student success or failure is, or whether grades are more predictive of completion than SAT or ACT scores.\u003c/p>\n\u003cp>\"We help the institutions, especially the faculty and advisers, turn the lights on bright so they can see what's happening and use the best of their professional skill and will to change the trajectory for that student,\" Milliron says. The four-year-old company recently got new \u003ca href=\"http://techcrunch.com/2015/09/28/civitas-learning-gets-60-million-commitment-from-warburg-pincus/\">investor pledges of some $60 million\u003c/a> to expand its products.\u003c/p>\n\u003cp>At Valencia and other schools using predictive analytics, a semi-personalized email is just one intervention. Others might include one-on-one or group tutoring, peer-to-peer mentoring, meetings with an adviser or professor or other steps.\u003c/p>\n\u003cp>The job of intervening is made that much more challenging by the fact that Valencia serves more than 70,000 students in two sprawling central Florida counties. Many students have to balance school with full-time jobs, kids and other responsibilities.\u003c/p>\n\u003cp>Here's another reason using data for early intervention matters: Studies show that nearly 80 percent of first-year community college students need at least some remedial English or math help.\u003c/p>\n\u003cp>But Florida was tip of the spear in a national backlash against what many saw as ineffectual remedial education. Students at public universities in Florida are no longer required to take remedial tests or classes. It's now their choice.\u003c/p>\n\u003cp>So now some introductory courses act as de facto remedial classes. Students in Phillips' composition class will have to show they can handle college-level work and craft cogent arguments within well-framed essays. \"They have to have minimum competencies,\" Phillips says. \"They have to do so much writing. They have to follow through on the tasks.\"\u003c/p>\n\u003cp>No one involved in Valencia's pilot project sees these new digital platforms as silver bullets. Civitas' Milliron readily concedes the best data systems in the world \"will not fix a student who is not on purpose, who is not willing to engage and doesn't have the tenacity and motivation to succeed in higher education.\"\u003c/p>\n\u003cp>His company's tools do help, he believes, those students who might be really trying hard but just aren't connecting with the material or who are stuck and just don't know whom to talk to.\u003c/p>\n\u003cp>Civitas says its numbers from the dozens of schools it's working with have consistently shown a boost of 3 to 7 percent in course completion and \"persistence,\" meaning continued enrollment.\u003c/p>\n\u003cp>And Civitas is betting that helping improve retention rates will prove profitable. As the company's chief executive, Charles Thornburgh, has said: \"Approximately $100 billion in tuition and fees are spent each year [in the U.S.] on students who will not graduate. We believe there is an opportunity to improve that number by 5 to 10 percent, which is a multibillion-dollar opportunity.\"\u003c/p>\n\u003cp>As for Valencia, it's not yet clear whether the added data and interventions are helping boost student performance or graduation rates. \"It is still early to determine the impact of the analytic tools,\" Ewen says.\u003c/p>\n\u003cp>Nonetheless, Valencia professors and administrators are cautiously optimistic.\u003c/p>\n\u003cp>\u003cstrong> \"\u003c/strong>It has the potential to be innovative depending upon the people who use it,\" Ewen tells me. \"We believe that predictive analytics has the potential to take us to a place we haven't been before and as an enhancement to the work we've been doing already.\"\u003c/p>\n\u003cp>For student Lofton, all the nudges helped push him to participate and thrive. He got an A in Phillips' class.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We felt like the essays were, like, so moving and touching, we was like, 'Man, we gotta discuss this!' \" he says. \"The course was interesting. The extra credit [for online participation] to me was just a bonus.\" Students should give it their all, he says, especially if a professor such as Phillips \"is going all out as far as trying to help the kids pass.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\n\u003cp>Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"A Florida community college is trying to use data to keep students from dropping out and coming up with interventions to encourage students to succeed, like personalized emails. ","status":"publish","parent":0,"modified":1444980287,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":1922},"headData":{"title":"Can Notifications Encourage Struggling College Students to Succeed? | KQED","description":"A Florida community college is trying to use data to keep students from dropping out and coming up with interventions to encourage students to succeed, like personalized emails. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Notifications Encourage Struggling College Students to Succeed?","datePublished":"2015-10-16T07:20:09.000Z","dateModified":"2015-10-16T07:24:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42473 http://ww2.kqed.org/mindshift/?p=42473","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/16/can-notifications-encourage-college-students-to-excel/","disqusTitle":"Can Notifications Encourage Struggling College Students to Succeed?","nprByline":"Eric Westervelt, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/14/440886037/higher-eds-moneyball\">NPR\u003c/a>","nprStoryId":"440886037","nprApiLink":"http://api.npr.org/query?id=440886037&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/10/14/440886037/higher-eds-moneyball?ft=nprml&f=440886037","nprRetrievedStory":"1","nprPubDate":"Thu, 15 Oct 2015 14:44:00 -0400","nprStoryDate":"Wed, 14 Oct 2015 16:07:00 -0400","nprLastModifiedDate":"Thu, 15 Oct 2015 14:44:42 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/10/20151014_atc_higher_eds_moneyball_.mp3?orgId=1&topicId=1013&aggIds=447822852&d=334&p=2&story=440886037&t=progseg&e=448563347&seg=5&ft=nprml&f=440886037","nprAudioM3u":"http://api.npr.org/m3u/1448697171-19b8f7.m3u?orgId=1&topicId=1013&aggIds=447822852&d=334&p=2&story=440886037&t=progseg&e=448563347&seg=5&ft=nprml&f=440886037","path":"/mindshift/42473/can-notifications-encourage-college-students-to-excel","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/10/20151014_atc_higher_eds_moneyball_.mp3?orgId=1&topicId=1013&aggIds=447822852&d=334&p=2&story=440886037&t=progseg&e=448563347&seg=5&ft=nprml&f=440886037","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Our\u003c/em> \u003ca href=\"http://www.npr.org/sections/ed/2015/10/12/446351549/ideas-a-new-series-from-npr-ed\">Ideas series\u003c/a>\u003cem> is exploring innovation in education.\u003c/em>\u003c/p>\n\u003cp>It's 20-year-old Randall Lofton's third shot at college. He's already wiped out twice. Too much partying and basketball, he says, and not enough studying. \"I didn't apply myself.\"\u003c/p>\n\u003cp>Lofton is now trying to balance a full-time job with three classes at community college. He's taking a mix of online and in-class work at Valencia College in Orlando, Fla.\u003c/p>\n\u003cp>\"So this is pretty much my last chance,\" he says. \"This is something that I want to do, so I'm gonna work my heart off.\"\u003c/p>\n\u003cp>So far, he is. Lofton recently aced an online introductory composition class. One small thing that may have proved a big help: His professor sent several personalized messages of support. Lofton even keeps one email from his English professor, Neal Phillips, saved on his tablet.\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>\"I screen-shot it and I saved it,\" Lofton says. \"And he was basically saying, like, 'Don't quit, you're very hardworking in this class. The course is almost over; I appreciate your participation. I appreciate how you're very diligent and very intrigued by the work.' That touched me that somebody was paying attention. And I'm not just in somebody's class just as a name. That was cool.\"\u003c/p>\n\u003cfigure id=\"attachment_42475\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42475\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/valenciacollegeew-4-edit_slide-493f1176206ab4c706c5550ee051dd28390634a4-e1444976052705.jpg\" alt=\"Randall Lofton, 20, is trying to balance a full-time job and three classes at Valencia College.\" width=\"250\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">Randall Lofton, 20, is trying to balance a full-time job and three classes at Valencia College. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The email from Phillips showed genuine care from an engaged professor. It was also, perhaps unbeknownst to Lofton, part of the community college's strategy to marry data science with interventions to improve student performance.\u003c/p>\n\u003cp>Call it higher ed's version of \u003ca href=\"http://www.imdb.com/title/tt1210166/\">Moneyball.\u003c/a> Only the goal isn't a World Series ring; it's to help more students stick with college, improve academically and graduate.\u003c/p>\n\u003cp>Fast analysis of disparate data streams, including your daily Web surfing, helps corporate America market its goods, chart growth and follow you across the Internet with annoying ads. Innovative predictive analytics are essential for businesses, especially tech companies. They've got \u003ca href=\"http://theinnovationenterprise.com/summits/predictive-analytics-innovation-chicago-2015\">annual conferences on the stuff\u003c/a>.\u003c/p>\n\u003cp>So why aren't more of the best minds in higher education doing more to tap those data streams to improve teaching and learning?\u003c/p>\n\u003cp>Yes, colleges and universities have long used data to help shape policy.\u003c/p>\n\u003cp>But too often, critics say, the approach is retro — looking at performance data in spreadsheets that administrators funnel into sparsely read \"best practices\" reports for faculty. Or the information is kept in silos and used for alumni fundraising, marketing or for preparing reports for the board of directors.\u003c/p>\n\u003cp>It is, in effect, academic autopsy data. The information rarely has anything to do with helping improve student learning \u003cem>in real time.\u003c/em>\u003c/p>\n\u003cp>Now, more schools such as \u003ca href=\"http://valenciacollege.edu/\">Valencia College\u003c/a> are dipping their toes deeper into the streams of what some have dubbed predictive and learning analytics.\u003c/p>\n\u003cp>Yep, more annoying ed-tech buzzwords. Basically it means \u003ca href=\"http://www.npr.org/sections/ed/2014/07/04/327745863/big-data-comes-to-college\">big data goes to college\u003c/a>, as software and digital platforms collect and sort academic data that teachers can then use quickly as an intervention strategy. The data collected include how engaged a student is online with course material, with discussion forums, and information on his or her academic background and other data points.\u003c/p>\n\u003cp>The goal is to use data science to improve learning, boost completion rates and help teachers and counselors better target academic interventions fast, with a compelling nudge, counseling or other outreach.\u003c/p>\n\u003cp>\"It's our mission to democratize data,\" says Mark Milliron, co-founder and chief learning officer with the higher ed software company \u003ca href=\"http://www.civitaslearningspace.com/\">Civitas Learning\u003c/a>, a leader in this field. \"And to to get that data to people who need it most — the faculty, students and advisers.\" There are others doing similar work including Civitas competitors \u003ca href=\"http://www.starfishsolutions.com/\">Starfish\u003c/a> and \u003ca href=\"http://www.blackboard.com/\">Blackboard\u003c/a>.\u003c/p>\n\u003cp>Valencia College is currently piloting evidence-based data-analysis tools by Civitas aimed at helping boost student engagement and performance.\u003c/p>\n\u003cfigure id=\"attachment_42474\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42474\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/valenciacollegeew-1-edit_slide-900a2d65f7fef0b2c3fc18136522b0a7ccc96bce-e1444976490878.jpg\" alt=\"English professor Neal Phillips sits at a Valencia campus computer in Orlando, Fla., crafting an email blast to students who've been flagged by a new program that analyzes how they're performing.\" width=\"250\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">English professor Neal Phillips sits at a Valencia campus computer in Orlando, Fla., crafting an email blast to students who've been flagged by a new program that analyzes how they're performing. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's early in the fall semester, but Phillips already sees danger signs for a handful of students in his online Intro to English Composition class. Some students haven't logged in lately or seem academically adrift.\u003c/p>\n\u003cp>And so, on a recent afternoon, he's at a computer on campus, crafting an email blast to students on his class roster who have a red frowny-face circle next to their name.\u003c/p>\n\u003cp>\"Dear so and so. I don't like to say 'dear.' So I'm gonna put instead YO!\" he says as he taps away at his keyboard.\u003c/p>\n\u003cp>He wants to reach out to them before it's too late. The emails will land in inboxes looking personalized to each student. And they are — sort of.\u003c/p>\n\u003cp>\"Your ole professor Phillips here,\" he continues writing.\u003c/p>\n\u003cp>He opts for the more personalized \"I care\" tack over the vaguely creepy, \"I'm watching your online activity\" approach.\u003c/p>\n\u003cp>\"I wanted to know if there's anything additional I could do to assist you in the course,\" he writes to half a dozen red-flagged students.\u003c/p>\n\u003cp>These introductory or \"gateway\" courses are hugely important for Valencia, as they are at many other community colleges. National and Valencia figures show that if students withdraw from or fail even\u003cem> one\u003c/em> of their first five course attempts, their chance of graduating is cut in half. Fail or withdraw from two classes, and those chances are cut in half again.\u003c/p>\n\u003cp>But fast, early interventions might save them. \"We want to help them get there as much as possible,\" Philips says, \"because, yeah, the data is not good if they don't do well on the first try.\"\u003c/p>\n\u003cp>To help intervene, he's using software and a learning platform called \u003ca href=\"http://www.civitaslearning.com/solutions/\">Illume\u003c/a> and an app called Inspire. Both are from Civitas.\u003c/p>\n\u003cp>Here's how it works: The system vacuums up as much data as possible on things such as student participation online in assignments and discussion boards, how often and how long a student logs in to the school's learning platform, and data on a student's academic background. It's refreshed four times a day to create a student \"engagement score,\" among other data points.\u003c/p>\n\u003cp>\"It's unique because it's not just grade data or did they reply to something. It's a more holistic view of the student,\" says Valencia mathematics professor Brian Macon. \"I don't think I'd want to teach without it now that I've had it for a year.\"\u003c/p>\n\u003cp>Of course, professors have long had the ability to send a pep talk email or try to motivate and engage students with the right words after class or during office hours.\u003c/p>\n\u003cp>But the difference now, says Kurt Ewen, a senior administrator at Valencia, is that real-time feedback allows teachers to more quickly flag a student who's struggling and, perhaps, better pinpoint what types of interventions might be needed.\u003c/p>\n\u003cp>\"Part of what this tool allows for us to do is to shorten the amount of time that we have to wait to see where a student is,\" Ewen says. \"Now they can do it in a way that they don't have to wait until after midterm.\"\u003c/p>\n\u003cp>The tools also can gather and analyze data from college or university learning-management and student-data systems, among other streams. That, for example, can tell a school exactly what its GPA tipping-point for student success or failure is, or whether grades are more predictive of completion than SAT or ACT scores.\u003c/p>\n\u003cp>\"We help the institutions, especially the faculty and advisers, turn the lights on bright so they can see what's happening and use the best of their professional skill and will to change the trajectory for that student,\" Milliron says. The four-year-old company recently got new \u003ca href=\"http://techcrunch.com/2015/09/28/civitas-learning-gets-60-million-commitment-from-warburg-pincus/\">investor pledges of some $60 million\u003c/a> to expand its products.\u003c/p>\n\u003cp>At Valencia and other schools using predictive analytics, a semi-personalized email is just one intervention. Others might include one-on-one or group tutoring, peer-to-peer mentoring, meetings with an adviser or professor or other steps.\u003c/p>\n\u003cp>The job of intervening is made that much more challenging by the fact that Valencia serves more than 70,000 students in two sprawling central Florida counties. Many students have to balance school with full-time jobs, kids and other responsibilities.\u003c/p>\n\u003cp>Here's another reason using data for early intervention matters: Studies show that nearly 80 percent of first-year community college students need at least some remedial English or math help.\u003c/p>\n\u003cp>But Florida was tip of the spear in a national backlash against what many saw as ineffectual remedial education. Students at public universities in Florida are no longer required to take remedial tests or classes. It's now their choice.\u003c/p>\n\u003cp>So now some introductory courses act as de facto remedial classes. Students in Phillips' composition class will have to show they can handle college-level work and craft cogent arguments within well-framed essays. \"They have to have minimum competencies,\" Phillips says. \"They have to do so much writing. They have to follow through on the tasks.\"\u003c/p>\n\u003cp>No one involved in Valencia's pilot project sees these new digital platforms as silver bullets. Civitas' Milliron readily concedes the best data systems in the world \"will not fix a student who is not on purpose, who is not willing to engage and doesn't have the tenacity and motivation to succeed in higher education.\"\u003c/p>\n\u003cp>His company's tools do help, he believes, those students who might be really trying hard but just aren't connecting with the material or who are stuck and just don't know whom to talk to.\u003c/p>\n\u003cp>Civitas says its numbers from the dozens of schools it's working with have consistently shown a boost of 3 to 7 percent in course completion and \"persistence,\" meaning continued enrollment.\u003c/p>\n\u003cp>And Civitas is betting that helping improve retention rates will prove profitable. As the company's chief executive, Charles Thornburgh, has said: \"Approximately $100 billion in tuition and fees are spent each year [in the U.S.] on students who will not graduate. We believe there is an opportunity to improve that number by 5 to 10 percent, which is a multibillion-dollar opportunity.\"\u003c/p>\n\u003cp>As for Valencia, it's not yet clear whether the added data and interventions are helping boost student performance or graduation rates. \"It is still early to determine the impact of the analytic tools,\" Ewen says.\u003c/p>\n\u003cp>Nonetheless, Valencia professors and administrators are cautiously optimistic.\u003c/p>\n\u003cp>\u003cstrong> \"\u003c/strong>It has the potential to be innovative depending upon the people who use it,\" Ewen tells me. \"We believe that predictive analytics has the potential to take us to a place we haven't been before and as an enhancement to the work we've been doing already.\"\u003c/p>\n\u003cp>For student Lofton, all the nudges helped push him to participate and thrive. He got an A in Phillips' class.\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>\"We felt like the essays were, like, so moving and touching, we was like, 'Man, we gotta discuss this!' \" he says. \"The course was interesting. The extra credit [for online participation] to me was just a bonus.\" Students should give it their all, he says, especially if a professor such as Phillips \"is going all out as far as trying to help the kids pass.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\n\u003cp>Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42473/can-notifications-encourage-college-students-to-excel","authors":["byline_mindshift_42473"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_20898"],"featImg":"mindshift_42484","label":"mindshift"},"mindshift_41753":{"type":"posts","id":"mindshift_41753","meta":{"index":"posts_1591205157","site":"mindshift","id":"41753","score":null,"sort":[1440574598000]},"guestAuthors":[],"slug":"rethinking-data-how-to-create-a-holistic-view-of-students","title":"Rethinking Data: How to Create a Holistic View of Students","publishDate":1440574598,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">[contextly_sidebar id=\"OAoaT8cxP9sPeYaEaHIzh36Qb3EyVBUy\"]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"By gathering personal interests of students and keeping details handy, educators can use that info to seed ideas for meaningful assignments, connect with students and offer encouragement. ","status":"publish","parent":0,"modified":1440597368,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1834},"headData":{"title":"Rethinking Data: How to Create a Holistic View of Students | KQED","description":"By gathering personal interests of students and keeping details handy, educators can use that info to seed ideas for meaningful assignments, connect with students and offer encouragement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking Data: How to Create a Holistic View of Students","datePublished":"2015-08-26T07:36:38.000Z","dateModified":"2015-08-26T13:56:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41753 http://ww2.kqed.org/mindshift/?p=41753","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/26/rethinking-data-how-to-create-a-holistic-view-of-students/","disqusTitle":"Rethinking Data: How to Create a Holistic View of Students","path":"/mindshift/41753/rethinking-data-how-to-create-a-holistic-view-of-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41753/rethinking-data-how-to-create-a-holistic-view-of-students","authors":["4354"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20898"],"featImg":"mindshift_41781","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. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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