Distracted Students? Understanding These 3 Myths of Attention Span Can Help
Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics
4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions
How AI Could Transform the Way Schools Test Kids
The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas
How COVID-19 Narrowed the STEM Pipeline
Only a quarter of federally funded education innovations benefited students, report says
Learning science might help kids read better
The surprising effectiveness of having kids study why they failed
Sponsored
window.__IS_SSR__=true
window.__INITIAL_STATE__={"attachmentsReducer":{"audio_0":{"type":"attachments","id":"audio_0","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"}}},"audio_1":{"type":"attachments","id":"audio_1","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"}}},"audio_2":{"type":"attachments","id":"audio_2","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"}}},"audio_3":{"type":"attachments","id":"audio_3","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"}}},"audio_4":{"type":"attachments","id":"audio_4","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"}}},"placeholder":{"type":"attachments","id":"placeholder","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-160x96.jpg","width":160,"height":96,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-800x478.jpg","width":800,"height":478,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1020x610.jpg","width":1020,"height":610,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-960x574.jpg","width":960,"height":574,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"xxsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-240x143.jpg","width":240,"height":143,"mimeType":"image/jpeg"},"xsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-375x224.jpg","width":375,"height":224,"mimeType":"image/jpeg"},"small":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-520x311.jpg","width":520,"height":311,"mimeType":"image/jpeg"},"xlarge":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-e1514998105161.jpg","width":1920,"height":1148}}},"mindshift_63520":{"type":"attachments","id":"mindshift_63520","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63520","found":true},"title":null,"publishDate":1712679260,"status":"inherit","parent":63519,"modified":1712679345,"caption":null,"credit":"Marina Nuxoll/iStock","altTag":"People next to a big smartphone while using smartphones in their hands. Social media elements and emoji icons on the background.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-800x640.jpg","width":800,"height":640,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-1020x816.jpg","width":1020,"height":816,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-160x128.jpg","width":160,"height":128,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-768x614.jpg","width":768,"height":614,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-1536x1229.jpg","width":1536,"height":1229,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194-1920x1536.jpg","width":1920,"height":1536,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1397004194.jpg","width":1936,"height":1549}},"fetchFailed":false,"isLoading":false},"mindshift_63616":{"type":"attachments","id":"mindshift_63616","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63616","found":true},"title":"joboalerMathish","publishDate":1713630584,"status":"inherit","parent":63615,"modified":1713651069,"caption":"“I am the next target,” says Stanford professor Jo Boaler, who is the subject of an anonymous complaint accusing her of a “reckless disregard for accuracy.”","credit":"Images courtesy of Jo Boaler","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-800x603.jpg","width":800,"height":603,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-1020x769.jpg","width":1020,"height":769,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-160x121.jpg","width":160,"height":121,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-768x579.jpg","width":768,"height":579,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/joboalerMathish.jpg","width":1359,"height":1024}},"fetchFailed":false,"isLoading":false},"mindshift_63549":{"type":"attachments","id":"mindshift_63549","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63549","found":true},"title":"mace's lane","publishDate":1713026765,"status":"inherit","parent":63547,"modified":1713026816,"caption":"In 2021-22, 38% of suspensions and expulsions in Maryland’s Dorchester County Public Schools were assigned for disrespect and disruption.","credit":"Sarah Butrymowicz/The Hechinger Report","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-800x600.jpg","width":800,"height":600,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-1020x765.jpg","width":1020,"height":765,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-160x120.jpg","width":160,"height":120,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-768x576.jpg","width":768,"height":576,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-1536x1152.jpg","width":1536,"height":1152,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-2048x1536.jpg","width":2048,"height":1536,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-1920x1440.jpg","width":1920,"height":1440,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/maces-lane-1-scaled.jpg","width":2560,"height":1920}},"fetchFailed":false,"isLoading":false},"mindshift_63528":{"type":"attachments","id":"mindshift_63528","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63528","found":true},"title":"Girl holding light bulb with virtual Artificial Intelligence and virtual digital brain. AI Technology. Searching information data on internet networking, intelligence technology concept.","publishDate":1712781471,"status":"inherit","parent":63526,"modified":1712781589,"caption":null,"credit":"Sasiistock/iStock","altTag":"Girl holding light bulb with the letters \"AI\" and a brain illustrated on it.","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/iStock-1485949072.jpg","width":2121,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_63493":{"type":"attachments","id":"mindshift_63493","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63493","found":true},"title":"The cost of education","publishDate":1712451364,"status":"inherit","parent":63483,"modified":1712451463,"caption":null,"credit":"PM Images/Getty","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-800x400.jpg","width":800,"height":400,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-1020x510.jpg","width":1020,"height":510,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-160x80.jpg","width":160,"height":80,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-768x384.jpg","width":768,"height":384,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-1536x768.jpg","width":1536,"height":768,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-2048x1024.jpg","width":2048,"height":1024,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742-1920x960.jpg","width":1920,"height":960,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/GettyImages-1551195672-scaled-e1712451418742.jpg","width":2065,"height":1032}},"fetchFailed":false,"isLoading":false},"mindshift_63384":{"type":"attachments","id":"mindshift_63384","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63384","found":true},"title":"young school girl in front of blackboard with math formulas written in chalk","publishDate":1710874157,"status":"inherit","parent":63375,"modified":1710874198,"caption":null,"credit":"Halfpoint/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-800x534.jpg","width":800,"height":534,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-1020x681.jpg","width":1020,"height":681,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-768x513.jpg","width":768,"height":513,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/iStock-484766846.jpg","width":1254,"height":837}},"fetchFailed":false,"isLoading":false},"mindshift_63345":{"type":"attachments","id":"mindshift_63345","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63345","found":true},"title":"image1","publishDate":1710517180,"status":"inherit","parent":63341,"modified":1710517275,"caption":"An early warning and intervention system, called BARR, pictured above, was one of the most successful education interventions to come out of the Department of Education’s research and development program that issued $1.4 billion in grants between 2010 and 2016.","credit":"The Hechinger Report","altTag":null,"description":null,"imgSizes":{"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-1-160x106.jpg","width":160,"height":106,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-1-768x511.jpg","width":768,"height":511,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-1-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-1.jpg","width":780,"height":519}},"fetchFailed":false,"isLoading":false},"mindshift_63317":{"type":"attachments","id":"mindshift_63317","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63317","found":true},"title":"Kindergarten boy with magnifying glass","publishDate":1710084151,"status":"inherit","parent":63315,"modified":1710084185,"caption":null,"credit":"Allison Shelley/The Verbatim Agency for EDUimages","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/AMERICANED_CAPCITY_128-scaled.jpg","width":2560,"height":1707}},"fetchFailed":false,"isLoading":false},"mindshift_63279":{"type":"attachments","id":"mindshift_63279","meta":{"index":"attachments_1591205162","site":"mindshift","id":"63279","found":true},"title":"image1","publishDate":1709321293,"status":"inherit","parent":63278,"modified":1709321365,"caption":"In an experiment on how best to study for a math test, learning through errors was pitted against working through practice problems in a Barron’s study guide, pictured here.","credit":"Jill Barshay/The Hechinger Report","altTag":"page of a math test book with a pencil resting on it","description":null,"imgSizes":{"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-160x120.jpg","width":160,"height":120,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-768x576.jpg","width":768,"height":576,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1-780x576.jpg","width":780,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image1.jpg","width":780,"height":585}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_63615":{"type":"authors","id":"byline_mindshift_63615","meta":{"override":true},"slug":"byline_mindshift_63615","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63547":{"type":"authors","id":"byline_mindshift_63547","meta":{"override":true},"slug":"byline_mindshift_63547","name":"Fazil Khan and Sarah Butrymowicz, The Hechinger Report","isLoading":false},"byline_mindshift_63526":{"type":"authors","id":"byline_mindshift_63526","meta":{"override":true},"slug":"byline_mindshift_63526","name":"Caroline Preston and Javeria Salman, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63483":{"type":"authors","id":"byline_mindshift_63483","meta":{"override":true},"slug":"byline_mindshift_63483","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63375":{"type":"authors","id":"byline_mindshift_63375","meta":{"override":true},"slug":"byline_mindshift_63375","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63341":{"type":"authors","id":"byline_mindshift_63341","meta":{"override":true},"slug":"byline_mindshift_63341","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63315":{"type":"authors","id":"byline_mindshift_63315","meta":{"override":true},"slug":"byline_mindshift_63315","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_63278":{"type":"authors","id":"byline_mindshift_63278","meta":{"override":true},"slug":"byline_mindshift_63278","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"mjacksonretondo":{"type":"authors","id":"11759","meta":{"index":"authors_1591205172","id":"11759","found":true},"name":"Marlena Jackson-Retondo","firstName":"Marlena","lastName":"Jackson-Retondo","slug":"mjacksonretondo","email":"mjacksonretondo@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"Engagement Producer","bio":"Marlena Jackson-Retondo is the engagement producer for KQED's \u003cem>Forum \u003c/em>and \u003cem>Mindshift\u003c/em>. Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63519":{"type":"posts","id":"mindshift_63519","meta":{"index":"posts_1591205157","site":"mindshift","id":"63519","score":null,"sort":[1713866400000]},"guestAuthors":[],"slug":"distracted-students-understanding-these-3-myths-of-attention-span-can-help","title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","publishDate":1713866400,"format":"standard","headTitle":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","status":"publish","parent":0,"modified":1713880920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":916},"headData":{"title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","description":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","datePublished":"2024-04-23T10:00:00.000Z","dateModified":"2024-04-23T14:02:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\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\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_21504","mindshift_193","mindshift_20874"],"tags":["mindshift_21207","mindshift_866","mindshift_20693","mindshift_20955","mindshift_20824","mindshift_20816","mindshift_30"],"featImg":"mindshift_63520","label":"mindshift"},"mindshift_63615":{"type":"posts","id":"mindshift_63615","meta":{"index":"posts_1591205157","site":"mindshift","id":"63615","score":null,"sort":[1713780042000]},"guestAuthors":[],"slug":"stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","title":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics","publishDate":1713780042,"format":"standard","headTitle":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\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-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\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":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","status":"publish","parent":0,"modified":1713883570,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2235},"headData":{"title":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED","description":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics","datePublished":"2024-04-22T10:00:42.000Z","dateModified":"2024-04-23T14:46:10.000Z","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/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \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\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\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-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\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/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","authors":["byline_mindshift_63615"],"categories":["mindshift_21504"],"tags":["mindshift_21341","mindshift_20943","mindshift_392","mindshift_20893","mindshift_20841"],"featImg":"mindshift_63616","label":"mindshift"},"mindshift_63547":{"type":"posts","id":"mindshift_63547","meta":{"index":"posts_1591205157","site":"mindshift","id":"63547","score":null,"sort":[1713175200000]},"guestAuthors":[],"slug":"4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","title":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions","publishDate":1713175200,"format":"standard","headTitle":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was 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":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","status":"publish","parent":0,"modified":1713209269,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1011},"headData":{"title":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions | KQED","description":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 Things a Mountain of School Discipline Records Taught Us About Student Suspensions","datePublished":"2024-04-15T10:00:00.000Z","dateModified":"2024-04-15T19:27:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Fazil Khan and Sarah Butrymowicz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63547/4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \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\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was 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/63547/4-things-a-mountain-of-school-discipline-records-taught-us-about-student-suspensions","authors":["byline_mindshift_63547"],"categories":["mindshift_194","mindshift_21504"],"featImg":"mindshift_63549","label":"mindshift"},"mindshift_63526":{"type":"posts","id":"mindshift_63526","meta":{"index":"posts_1591205157","site":"mindshift","id":"63526","score":null,"sort":[1712829600000]},"guestAuthors":[],"slug":"how-ai-could-transform-the-way-schools-test-kids","title":"How AI Could Transform the Way Schools Test Kids","publishDate":1712829600,"format":"standard","headTitle":"How AI Could Transform the Way Schools Test Kids | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","status":"publish","parent":0,"modified":1712798213,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1082},"headData":{"title":"How AI Could Transform the Way Schools Test Kids | KQED","description":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How AI Could Transform the Way Schools Test Kids","datePublished":"2024-04-11T10:00:00.000Z","dateModified":"2024-04-11T01:16:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Caroline Preston and Javeria Salman, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\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=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\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=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","authors":["byline_mindshift_63526"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_205","mindshift_21094"],"featImg":"mindshift_63528","label":"mindshift"},"mindshift_63483":{"type":"posts","id":"mindshift_63483","meta":{"index":"posts_1591205157","site":"mindshift","id":"63483","score":null,"sort":[1712570416000]},"guestAuthors":[],"slug":"the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","publishDate":1712570416,"format":"standard","headTitle":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \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-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\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":"Special education teacher vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","status":"publish","parent":0,"modified":1712586004,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1531},"headData":{"title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","description":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","datePublished":"2024-04-08T10:00:16.000Z","dateModified":"2024-04-08T14:20:04.000Z","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/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\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>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \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-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\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/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","authors":["byline_mindshift_63483"],"categories":["mindshift_21504"],"tags":["mindshift_20934","mindshift_21567","mindshift_21398","mindshift_21576","mindshift_21461","mindshift_21263"],"featImg":"mindshift_63493","label":"mindshift"},"mindshift_63375":{"type":"posts","id":"mindshift_63375","meta":{"index":"posts_1591205157","site":"mindshift","id":"63375","score":null,"sort":[1711360830000]},"guestAuthors":[],"slug":"how-covid-19-narrowed-the-stem-pipeline","title":"How COVID-19 Narrowed the STEM Pipeline","publishDate":1711360830,"format":"standard","headTitle":"How COVID-19 Narrowed the STEM Pipeline | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","status":"publish","parent":0,"modified":1711667787,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1543},"headData":{"title":"How COVID-19 Narrowed the STEM Pipeline | KQED","description":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63384","twTitle":"","twDescription":"","twImgId":"mindshift_63384","socialDescription":"Math scores declined for both Catholic school and high-achieving public school students in the 2022 NAEP test.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How COVID-19 Narrowed the STEM Pipeline","datePublished":"2024-03-25T10:00:30.000Z","dateModified":"2024-03-28T23:16:27.000Z","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/63375/how-covid-19-narrowed-the-stem-pipeline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63375/how-covid-19-narrowed-the-stem-pipeline","authors":["byline_mindshift_63375"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_392","mindshift_93"],"featImg":"mindshift_63384","label":"mindshift"},"mindshift_63341":{"type":"posts","id":"mindshift_63341","meta":{"index":"posts_1591205157","site":"mindshift","id":"63341","score":null,"sort":[1710756032000]},"guestAuthors":[],"slug":"only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","title":"Only a quarter of federally funded education innovations benefited students, report says","publishDate":1710756032,"format":"standard","headTitle":"Only a quarter of federally funded education innovations benefited students, report says | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results.","status":"publish","parent":0,"modified":1710520992,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1385},"headData":{"title":"Only a quarter of federally funded education innovations benefited students, report says | KQED","description":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"$1.4 billion given out in the Investing in Innovation program yielded disappointing results.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Only a quarter of federally funded education innovations benefited students, report says","datePublished":"2024-03-18T10:00:32.000Z","dateModified":"2024-03-15T16:43:12.000Z","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/63341/only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\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\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63341/only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says","authors":["byline_mindshift_63341"],"categories":["mindshift_21504","mindshift_21579"],"tags":["mindshift_444","mindshift_550"],"featImg":"mindshift_63345","label":"mindshift"},"mindshift_63315":{"type":"posts","id":"mindshift_63315","meta":{"index":"posts_1591205157","site":"mindshift","id":"63315","score":null,"sort":[1710151256000]},"guestAuthors":[],"slug":"learning-science-might-help-kids-read-better","title":"Learning science might help kids read better","publishDate":1710151256,"format":"standard","headTitle":"Learning science might help kids read better | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\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-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\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 recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","status":"publish","parent":0,"modified":1710165675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1454},"headData":{"title":"Learning science might help kids read better | KQED","description":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning science might help kids read better","datePublished":"2024-03-11T10:00:56.000Z","dateModified":"2024-03-11T14:01:15.000Z","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/63315/learning-science-might-help-kids-read-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\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\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\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-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\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/63315/learning-science-might-help-kids-read-better","authors":["byline_mindshift_63315"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21292","mindshift_444","mindshift_550","mindshift_20713","mindshift_21616","mindshift_20615","mindshift_47"],"featImg":"mindshift_63317","label":"mindshift"},"mindshift_63278":{"type":"posts","id":"mindshift_63278","meta":{"index":"posts_1591205157","site":"mindshift","id":"63278","score":null,"sort":[1709550029000]},"guestAuthors":[],"slug":"the-surprising-effectiveness-of-having-kids-study-why-they-failed","title":"The surprising effectiveness of having kids study why they failed","publishDate":1709550029,"format":"standard","headTitle":"The surprising effectiveness of having kids study why they failed | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p7\">For a few weeks in the spring of 2016, nearly all the eighth graders at a small \u003ca href=\"https://www.columbiasecondary.org/\">\u003cspan class=\"s2\">public school affiliated with Columbia University\u003c/span>\u003c/a> agreed to stay late after school to study math. They were preparing for a critical test, the New York State’s \u003ca href=\"https://www.schools.nyc.gov/learning/testing/ny-state-high-school-regents-exams\">\u003cspan class=\"s2\">Regents examination\u003c/span>\u003c/a> in algebra. Half of the kids came from families that lived below the poverty line in Harlem and upper Manhattan. They attended a selective middle school and were advanced enough to be taking algebra in eighth instead of ninth grade. Many others were the children of Columbia professors, and none of them – rich or poor – really needed help passing the test.\u003c/p>\n\u003cp class=\"p7\">But researchers set up a review class to test a theory about the best way to study for a test. For the first eight sessions, half the students had a traditional review class. They were given a Barron’s Regents review study guide with lots of practice problems. Their teachers worked through the first half of the problems, explaining how to solve them step by step.\u003c/p>\n\u003cp class=\"p7\">The other half of their classmates studied the same algebra topics in a different way. They spent the first 45-minute session taking a mini practice test. They received no instruction and worked independently. The following day, their teachers went over the students’ errors. The students had four test-and-review cycles like this, for a total of four mini tests and four sessions of error review.\u003c/p>\n\u003cp class=\"p7\">Then, the two groups swapped. The kids who had been taught via traditional, explicit instruction switched to reviewing the remaining algebra topics through their errors. And the kids who had been correcting their errors received eight sessions of traditional test prep. Their teachers taught both ways too, so that differences between the two modes couldn’t be attributed to a particular teacher. The following year, the same four teachers repeated the entire experiment with a fresh group of eighth graders. All told, 175 kids participated in the experiment.\u003c/p>\n\u003cp class=\"p7\">Which method worked best?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">On the surface, it was a tie. Students improved by about the same amount – 12% – whether they learned through explicit instruction or error review. Students had taken tests before and after the test prep course. Noting how much they improved on various algebra topics, researchers were able to trace those gains back to whether students learned that topic through explicit instruction or through their errors.\u003c/p>\n\u003cp class=\"p7\">There was one big difference, however. Learning through errors was twice as powerful based on instructional time. Teachers had to teach all eight sessions in the traditional instruction condition, totaling 360 minutes of instructional time. But teachers only had to teach every other session when students learned through errors, adding up to only 180 minutes.\u003c/p>\n\u003cp class=\"p7\">“You get more bang from your teacher buck, if you will, from the learning from errors condition,” said Janet Metcalfe, a psychologist at Columbia University who led the study, which was \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12651\">\u003cspan class=\"s2\">published online in the British Journal of Educational Psychology\u003c/span>\u003c/a> in January 2024. (\u003ci>The Hechinger Report is an independent news organization based at Teachers College, Columbia University, but has no relationship with the middle school or the researchers involved in the study.\u003c/i>)\u003c/p>\n\u003cp class=\"p7\">Of course, students might not see it that way. They still had to be in class for the full 360 minutes after school, with half the time spent taking practice tests in order to generate the errors.\u003c/p>\n\u003cp class=\"p7\">The study is not a repudiation of explicit instruction. The students were also taking an algebra class during the school day where they had likely had a lot of explicit instruction and were already familiar with the concepts. Metcalfe said that having this background knowledge is critical for learning by errors to work. The students aren’t just guessing, but they’re making common mistakes.\u003c/p>\n\u003cp class=\"p7\">“They’re just doing one little thing wrong,” said Metcalfe. “And once they understand what that one little thing is, and remember not to fall into a habit where they’ll make the same mistake, they can overcome it.”\u003c/p>\n\u003cp class=\"p7\">Metcalfe offered the example of fractions. A student might mistakenly think that a large denominator means it’s a large number, but then remembers discussing the error in a review session and knows that a fraction with a large denominator might actually be a tiny number. The memory of discussing the error stops the student from making it again, she explained.\u003c/p>\n\u003cp class=\"p7\">Learning from errors, however, was inconsistent. One of the four teachers produced more than twice the test score gains for students than a colleague. It’s not that this teacher was much better than the others. All four teachers produced almost identical test score gains when they taught explicitly how to solve problems. They were all good explainers.\u003c/p>\n\u003cp class=\"p7\">But being a good explainer is not always the same thing as being a good teacher. Metcalfe and her team analyzed videos and transcripts of the review sessions to understand what the teachers were doing differently. And it turns out there are multiple ways to teach through errors.\u003c/p>\n\u003cp class=\"p7\">The teacher who got the best results employed a sort of Socratic method. “Okay, you guys got this wrong? Why would somebody get this wrong?” recalled Metcalfe. “And he did very little lecturing, almost none.”\u003c/p>\n\u003cp class=\"p7\">This teacher asked his students to talk about how they had solved the problem and why they did it that way.\u003cspan class=\"Apple-converted-space\"> \u003c/span>He asked them to talk about what they found difficult. Students would often explain their thinking to each other. Finally, the teacher would ask his students to come up with ideas on how to recognize and avoid such mistakes in the future. This teacher had a knack for maintaining a fast pace and getting through a lot of problems from the previous day’s mini test. His students’ test scores jumped by far more than 12% when he taught this way.\u003c/p>\n\u003cp class=\"p7\">By contrast, the teacher who produced the lowest test score gains tended to lecture students on the correct way to solve the problems that they had gotten wrong. The focus was on the corrections, not the errors. His classes weren’t very interactive.\u003cspan class=\"Apple-converted-space\"> \u003c/span>His students’ test scores improved by only 6% instead of 12%. Still, on a per minute basis, he was as effective teaching through errors as he had been teaching traditionally.\u003c/p>\n\u003cp class=\"p7\">Another teacher was extremely slow paced. “I was convinced when I was watching the teachers that the second teacher would have no success at all,” recalled Metcalfe. “He would take five minutes on one problem, and just let them mull over it.”\u003c/p>\n\u003cp class=\"p7\">Her prediction was wrong. “His students did really well,” Metcalfe said, laughing. Like the star teacher, he didn’t lecture.\u003c/p>\n\u003cp class=\"p7\">It’s worth emphasizing again that these were highly motivated, high-achieving students who cared about their Regents exam scores. This method might not work with less motivated students who are struggling in school.\u003c/p>\n\u003cp class=\"p7\">Even with ideal students, it also seems like it takes a special teacher to pull off this kind of teaching. It reminds me of other progressive teaching approaches, from inquiry learning to project-based learning, for which researchers have documented remarkable results with masterful teachers. But maybe it’s asking too much of the average teacher to teach this way, thinking of questions on the fly that will magically steer students to the right answers. Should we be promoting ways of teaching that only a small minority of teachers can realistically do well?\u003c/p>\n\u003cp class=\"p7\">My big takeaway from this study is for students. When preparing for a math exam, they should take a practice test, \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">go over mistakes and make sure they understand\u003c/a> why they made them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-surprising-effectiveness-of-having-kids-study-why-they-failed/\">\u003cspan class=\"s2\">\u003ci>test prep\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"An experiment reveals that reviewing and understanding your errors is an effective way to study.","status":"publish","parent":0,"modified":1709513775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1342},"headData":{"title":"The surprising effectiveness of having kids study why they failed | KQED","description":"An experiment reveals that reviewing and understanding your errors is an effective way to study.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An experiment reveals that reviewing and understanding your errors is an effective way to study.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The surprising effectiveness of having kids study why they failed","datePublished":"2024-03-04T11:00:29.000Z","dateModified":"2024-03-04T00:56:15.000Z","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/63278/the-surprising-effectiveness-of-having-kids-study-why-they-failed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">For a few weeks in the spring of 2016, nearly all the eighth graders at a small \u003ca href=\"https://www.columbiasecondary.org/\">\u003cspan class=\"s2\">public school affiliated with Columbia University\u003c/span>\u003c/a> agreed to stay late after school to study math. They were preparing for a critical test, the New York State’s \u003ca href=\"https://www.schools.nyc.gov/learning/testing/ny-state-high-school-regents-exams\">\u003cspan class=\"s2\">Regents examination\u003c/span>\u003c/a> in algebra. Half of the kids came from families that lived below the poverty line in Harlem and upper Manhattan. They attended a selective middle school and were advanced enough to be taking algebra in eighth instead of ninth grade. Many others were the children of Columbia professors, and none of them – rich or poor – really needed help passing the test.\u003c/p>\n\u003cp class=\"p7\">But researchers set up a review class to test a theory about the best way to study for a test. For the first eight sessions, half the students had a traditional review class. They were given a Barron’s Regents review study guide with lots of practice problems. Their teachers worked through the first half of the problems, explaining how to solve them step by step.\u003c/p>\n\u003cp class=\"p7\">The other half of their classmates studied the same algebra topics in a different way. They spent the first 45-minute session taking a mini practice test. They received no instruction and worked independently. The following day, their teachers went over the students’ errors. The students had four test-and-review cycles like this, for a total of four mini tests and four sessions of error review.\u003c/p>\n\u003cp class=\"p7\">Then, the two groups swapped. The kids who had been taught via traditional, explicit instruction switched to reviewing the remaining algebra topics through their errors. And the kids who had been correcting their errors received eight sessions of traditional test prep. Their teachers taught both ways too, so that differences between the two modes couldn’t be attributed to a particular teacher. The following year, the same four teachers repeated the entire experiment with a fresh group of eighth graders. All told, 175 kids participated in the experiment.\u003c/p>\n\u003cp class=\"p7\">Which method worked best?\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\">On the surface, it was a tie. Students improved by about the same amount – 12% – whether they learned through explicit instruction or error review. Students had taken tests before and after the test prep course. Noting how much they improved on various algebra topics, researchers were able to trace those gains back to whether students learned that topic through explicit instruction or through their errors.\u003c/p>\n\u003cp class=\"p7\">There was one big difference, however. Learning through errors was twice as powerful based on instructional time. Teachers had to teach all eight sessions in the traditional instruction condition, totaling 360 minutes of instructional time. But teachers only had to teach every other session when students learned through errors, adding up to only 180 minutes.\u003c/p>\n\u003cp class=\"p7\">“You get more bang from your teacher buck, if you will, from the learning from errors condition,” said Janet Metcalfe, a psychologist at Columbia University who led the study, which was \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12651\">\u003cspan class=\"s2\">published online in the British Journal of Educational Psychology\u003c/span>\u003c/a> in January 2024. (\u003ci>The Hechinger Report is an independent news organization based at Teachers College, Columbia University, but has no relationship with the middle school or the researchers involved in the study.\u003c/i>)\u003c/p>\n\u003cp class=\"p7\">Of course, students might not see it that way. They still had to be in class for the full 360 minutes after school, with half the time spent taking practice tests in order to generate the errors.\u003c/p>\n\u003cp class=\"p7\">The study is not a repudiation of explicit instruction. The students were also taking an algebra class during the school day where they had likely had a lot of explicit instruction and were already familiar with the concepts. Metcalfe said that having this background knowledge is critical for learning by errors to work. The students aren’t just guessing, but they’re making common mistakes.\u003c/p>\n\u003cp class=\"p7\">“They’re just doing one little thing wrong,” said Metcalfe. “And once they understand what that one little thing is, and remember not to fall into a habit where they’ll make the same mistake, they can overcome it.”\u003c/p>\n\u003cp class=\"p7\">Metcalfe offered the example of fractions. A student might mistakenly think that a large denominator means it’s a large number, but then remembers discussing the error in a review session and knows that a fraction with a large denominator might actually be a tiny number. The memory of discussing the error stops the student from making it again, she explained.\u003c/p>\n\u003cp class=\"p7\">Learning from errors, however, was inconsistent. One of the four teachers produced more than twice the test score gains for students than a colleague. It’s not that this teacher was much better than the others. All four teachers produced almost identical test score gains when they taught explicitly how to solve problems. They were all good explainers.\u003c/p>\n\u003cp class=\"p7\">But being a good explainer is not always the same thing as being a good teacher. Metcalfe and her team analyzed videos and transcripts of the review sessions to understand what the teachers were doing differently. And it turns out there are multiple ways to teach through errors.\u003c/p>\n\u003cp class=\"p7\">The teacher who got the best results employed a sort of Socratic method. “Okay, you guys got this wrong? Why would somebody get this wrong?” recalled Metcalfe. “And he did very little lecturing, almost none.”\u003c/p>\n\u003cp class=\"p7\">This teacher asked his students to talk about how they had solved the problem and why they did it that way.\u003cspan class=\"Apple-converted-space\"> \u003c/span>He asked them to talk about what they found difficult. Students would often explain their thinking to each other. Finally, the teacher would ask his students to come up with ideas on how to recognize and avoid such mistakes in the future. This teacher had a knack for maintaining a fast pace and getting through a lot of problems from the previous day’s mini test. His students’ test scores jumped by far more than 12% when he taught this way.\u003c/p>\n\u003cp class=\"p7\">By contrast, the teacher who produced the lowest test score gains tended to lecture students on the correct way to solve the problems that they had gotten wrong. The focus was on the corrections, not the errors. His classes weren’t very interactive.\u003cspan class=\"Apple-converted-space\"> \u003c/span>His students’ test scores improved by only 6% instead of 12%. Still, on a per minute basis, he was as effective teaching through errors as he had been teaching traditionally.\u003c/p>\n\u003cp class=\"p7\">Another teacher was extremely slow paced. “I was convinced when I was watching the teachers that the second teacher would have no success at all,” recalled Metcalfe. “He would take five minutes on one problem, and just let them mull over it.”\u003c/p>\n\u003cp class=\"p7\">Her prediction was wrong. “His students did really well,” Metcalfe said, laughing. Like the star teacher, he didn’t lecture.\u003c/p>\n\u003cp class=\"p7\">It’s worth emphasizing again that these were highly motivated, high-achieving students who cared about their Regents exam scores. This method might not work with less motivated students who are struggling in school.\u003c/p>\n\u003cp class=\"p7\">Even with ideal students, it also seems like it takes a special teacher to pull off this kind of teaching. It reminds me of other progressive teaching approaches, from inquiry learning to project-based learning, for which researchers have documented remarkable results with masterful teachers. But maybe it’s asking too much of the average teacher to teach this way, thinking of questions on the fly that will magically steer students to the right answers. Should we be promoting ways of teaching that only a small minority of teachers can realistically do well?\u003c/p>\n\u003cp class=\"p7\">My big takeaway from this study is for students. When preparing for a math exam, they should take a practice test, \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">go over mistakes and make sure they understand\u003c/a> why they made them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-surprising-effectiveness-of-having-kids-study-why-they-failed/\">\u003cspan class=\"s2\">\u003ci>test prep\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63278/the-surprising-effectiveness-of-having-kids-study-why-they-failed","authors":["byline_mindshift_63278"],"categories":["mindshift_21504"],"tags":["mindshift_392","mindshift_21775"],"featImg":"mindshift_63279","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. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.","airtime":"SUN 3pm-4pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg","officialWebsiteLink":"https://www.npr.org/sections/money/","meta":{"site":"news","source":"npr"},"link":"/radio/program/planet-money","subscribe":{"npr":"https://rpb3r.app.goo.gl/M4f5","apple":"https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2","tuneIn":"https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/","rss":"https://feeds.npr.org/510289/podcast.xml"}},"politicalbreakdown":{"id":"politicalbreakdown","title":"Political Breakdown","tagline":"Politics from a personal perspective","info":"Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.","airtime":"THU 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Political Breakdown","officialWebsiteLink":"/podcasts/politicalbreakdown","meta":{"site":"radio","source":"kqed","order":"11"},"link":"/podcasts/politicalbreakdown","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5Nzk2MzI2MTEx","npr":"https://www.npr.org/podcasts/572155894/political-breakdown","stitcher":"https://www.stitcher.com/podcast/kqed/political-breakdown","spotify":"https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN","rss":"https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"}},"pri-the-world":{"id":"pri-the-world","title":"PRI's The World: Latest Edition","info":"Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.","airtime":"MON-FRI 2pm-3pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/the-world","meta":{"site":"news","source":"PRI"},"link":"/radio/program/pri-the-world","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/","rss":"http://feeds.feedburner.com/pri/theworld"}},"radiolab":{"id":"radiolab","title":"Radiolab","info":"A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.","airtime":"SUN 12am-1am, SAT 2pm-3pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/radiolab/","meta":{"site":"science","source":"WNYC"},"link":"/radio/program/radiolab","subscribe":{"apple":"https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2","tuneIn":"https://tunein.com/radio/RadioLab-p68032/","rss":"https://feeds.wnyc.org/radiolab"}},"reveal":{"id":"reveal","title":"Reveal","info":"Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. The warmest, wittiest cocktail party - it's spirited and civil, brainy and boisterous, peppered with musical interludes. Fast paced and playful, it's the most fun you can have with language without getting your mouth washed out with soap. Our motto: It's not important to know the answers, it's important to like the answers!","airtime":"SUN 4pm-5pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Says-You-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.saysyouradio.com/","meta":{"site":"comedy","source":"Pipit and Finch"},"link":"/radio/program/says-you","subscribe":{"apple":"https://itunes.apple.com/us/podcast/says-you!/id1050199826","tuneIn":"https://tunein.com/radio/Says-You-p480/","rss":"https://saysyou.libsyn.com/rss"}},"science-friday":{"id":"science-friday","title":"Science Friday","info":"Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.","airtime":"FRI 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/science-friday","meta":{"site":"news","source":"npr"},"link":"/radio/program/science-friday","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Science-Friday-p394/","rss":"http://feeds.wnyc.org/science-friday"}},"science-podcast":{"id":"science-podcast","title":"KQED Science News","tagline":"From the lab, to your ears","info":"KQED Science explores science and environment news, trends, and events from the Bay Area and beyond.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-News-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"https://ww2.kqed.org/science/category/science-podcast/","meta":{"site":"science","source":"kqed","order":"17"},"link":"/science/category/science-podcast","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqed-science-news/id214663465","google":"https://podcasts.google.com/feed/aHR0cDovL2Jsb2dzLmtxZWQub3JnL3NjaWVuY2UvZmVlZC8","stitcher":"https://www.stitcher.com/podcast/kqed-science-news","rss":"https://ww2.kqed.org/science/category/science-podcast/feed/podcast"}},"selected-shorts":{"id":"selected-shorts","title":"Selected Shorts","info":"Spellbinding short stories by established and emerging writers take on a new life when they are performed by stars of the stage and screen.","airtime":"SAT 8pm-9pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Selected-Shorts-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/selected-shorts","meta":{"site":"arts","source":"pri"},"link":"/radio/program/selected-shorts","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=253191824&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Selected-Shorts-p31792/","rss":"https://feeds.megaphone.fm/selectedshorts"}},"snap-judgment":{"id":"snap-judgment","title":"Snap Judgment","info":"Snap Judgment (Storytelling, with a BEAT) mixes real stories with killer beats to produce cinematic, dramatic, kick-ass radio. Snap’s raw, musical brand of storytelling dares listeners to see the world through the eyes of another. WNYC studios is the producer of leading podcasts including Radiolab, Freakonomics Radio, Note To Self, Here’s The Thing With Alec Baldwin, and more.","airtime":"SAT 1pm-2pm, 9pm-10pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/snapJudgement.jpg","officialWebsiteLink":"https://snapjudgment.org","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/snap-judgment","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=283657561&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Snap-Judgment-p243817/","rss":"https://feeds.feedburner.com/snapjudgment-wnyc"}},"soldout":{"id":"soldout","title":"SOLD OUT: Rethinking Housing in America","tagline":"A new future for housing","info":"Sold Out: Rethinking Housing in America","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Sold Out: Rethinking Housing in America","officialWebsiteLink":"/podcasts/soldout","meta":{"site":"news","source":"kqed","order":3},"link":"/podcasts/soldout","subscribe":{"npr":"https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing","apple":"https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937","rss":"https://feeds.megaphone.fm/soldout","spotify":"https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X","stitcher":"https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america","tunein":"https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vc29sZG91dA"}},"ted-radio-hour":{"id":"ted-radio-hour","title":"TED Radio Hour","info":"The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.","airtime":"SUN 3pm-4pm, SAT 10pm-11pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg","officialWebsiteLink":"https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22","meta":{"site":"news","source":"npr"},"link":"/radio/program/ted-radio-hour","subscribe":{"npr":"https://rpb3r.app.goo.gl/8vsS","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/TED-Radio-Hour-p418021/","rss":"https://feeds.npr.org/510298/podcast.xml"}},"tech-nation":{"id":"tech-nation","title":"Tech Nation Radio Podcast","info":"Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.","airtime":"FRI 10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://technation.podomatic.com/","meta":{"site":"science","source":"Tech Nation Media"},"link":"/radio/program/tech-nation","subscribe":{"rss":"https://technation.podomatic.com/rss2.xml"}},"thebay":{"id":"thebay","title":"The Bay","tagline":"Local news to keep you rooted","info":"Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED The Bay","officialWebsiteLink":"/podcasts/thebay","meta":{"site":"radio","source":"kqed","order":"6"},"link":"/podcasts/thebay","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-bay/id1350043452","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM4MjU5Nzg2MzI3","npr":"https://www.npr.org/podcasts/586725995/the-bay","stitcher":"https://www.stitcher.com/podcast/kqed/the-bay","spotify":"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ","rss":"https://feeds.megaphone.fm/KQINC8259786327"}},"californiareport":{"id":"californiareport","title":"The California Report","tagline":"California, day by day","info":"KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The California Report","officialWebsiteLink":"/californiareport","meta":{"site":"news","source":"kqed","order":"9"},"link":"/californiareport","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz","npr":"https://www.npr.org/podcasts/432285393/the-california-report","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838","rss":"https://ww2.kqed.org/news/tag/tcram/feed/podcast"}},"californiareportmagazine":{"id":"californiareportmagazine","title":"The California Report Magazine","tagline":"Your state, your stories","info":"Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.","airtime":"FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/californiareportmagazine","meta":{"site":"news","source":"kqed","order":"10"},"link":"/californiareportmagazine","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz","npr":"https://www.npr.org/podcasts/564733126/the-california-report-magazine","stitcher":"https://www.stitcher.com/podcast/kqed/the-california-report-magazine","rss":"https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"}},"theleap":{"id":"theleap","title":"The Leap","tagline":"What if you closed your eyes, and jumped?","info":"Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Leap","officialWebsiteLink":"/podcasts/theleap","meta":{"site":"news","source":"kqed","order":"14"},"link":"/podcasts/theleap","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-leap/id1046668171","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM0NTcwODQ2MjY2","npr":"https://www.npr.org/podcasts/447248267/the-leap","stitcher":"https://www.stitcher.com/podcast/kqed/the-leap","spotify":"https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U","rss":"https://ww2.kqed.org/news/programs/the-leap/feed/podcast"}},"masters-of-scale":{"id":"masters-of-scale","title":"Masters of Scale","info":"Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.","airtime":"Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://mastersofscale.com/","meta":{"site":"radio","source":"WaitWhat"},"link":"/radio/program/masters-of-scale","subscribe":{"apple":"http://mastersofscale.app.link/","rss":"https://rss.art19.com/masters-of-scale"}},"the-moth-radio-hour":{"id":"the-moth-radio-hour","title":"The Moth Radio Hour","info":"Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.","airtime":"SAT 8pm-9pm and SUN 11am-12pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg","officialWebsiteLink":"https://themoth.org/","meta":{"site":"arts","source":"prx"},"link":"/radio/program/the-moth-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2","tuneIn":"https://tunein.com/radio/The-Moth-p273888/","rss":"http://feeds.themoth.org/themothpodcast"}},"the-new-yorker-radio-hour":{"id":"the-new-yorker-radio-hour","title":"The New Yorker Radio Hour","info":"The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.","airtime":"SAT 10am-11am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/tnyradiohour","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/the-new-yorker-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1050430296","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/","rss":"https://feeds.feedburner.com/newyorkerradiohour"}},"the-takeaway":{"id":"the-takeaway","title":"The Takeaway","info":"The Takeaway is produced in partnership with its national audience. It delivers perspective and analysis to help us better understand the day’s news. Be a part of the American conversation on-air and online.","airtime":"MON-THU 12pm-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Takeaway-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/takeaway","meta":{"site":"news","source":"WNYC"},"link":"/radio/program/the-takeaway","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-takeaway/id363143310?mt=2","tuneIn":"http://tunein.com/radio/The-Takeaway-p150731/","rss":"https://feeds.feedburner.com/takeawaypodcast"}},"this-american-life":{"id":"this-american-life","title":"This American Life","info":"This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.","airtime":"SAT 12pm-1pm, 7pm-8pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png","officialWebsiteLink":"https://www.thisamericanlife.org/","meta":{"site":"news","source":"wbez"},"link":"/radio/program/this-american-life","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory","rss":"https://www.thisamericanlife.org/podcast/rss.xml"}},"truthbetold":{"id":"truthbetold","title":"Truth Be Told","tagline":"Advice by and for people of color","info":"We’re the friend you call after a long day, the one who gets it. Through wisdom from some of the greatest thinkers of our time, host Tonya Mosley explores what it means to grow and thrive as a Black person in America, while discovering new ways of being that serve as a portal to more love, more healing, and more joy.","airtime":"","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Truth-Be-Told-Podcast-Tile-360x360-1.jpg","imageAlt":"KQED Truth Be Told with Tonya Mosley","officialWebsiteLink":"https://www.kqed.ord/podcasts/truthbetold","meta":{"site":"news","source":"npr","order":"12"},"link":"/podcasts/truthbetold","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/truth-be-told/id1462216572","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS90cnV0aC1iZS10b2xkLXBvZGNhc3QvZmVlZA","npr":"https://www.npr.org/podcasts/719210818/truth-be-told","stitcher":"https://www.stitcher.com/s?fid=398170&refid=stpr","spotify":"https://open.spotify.com/show/587DhwTBxke6uvfwDfaV5N"}},"wait-wait-dont-tell-me":{"id":"wait-wait-dont-tell-me","title":"Wait Wait... Don't Tell Me!","info":"Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.","airtime":"SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/wait-wait-dont-tell-me/","meta":{"site":"news","source":"npr"},"link":"/radio/program/wait-wait-dont-tell-me","subscribe":{"npr":"https://rpb3r.app.goo.gl/Xogv","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/","rss":"https://feeds.npr.org/344098539/podcast.xml"}},"washington-week":{"id":"washington-week","title":"Washington Week","info":"For 50 years, Washington Week has been the most intelligent and up to date conversation about the most important news stories of the week. Washington Week is the longest-running news and public affairs program on PBS and features journalists -- not pundits -- lending insight and perspective to the week's important news stories.","airtime":"SAT 1:30am-2am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/washington-week.jpg","officialWebsiteLink":"http://www.pbs.org/weta/washingtonweek/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/washington-week","subscribe":{"apple":"https://itunes.apple.com/us/podcast/washington-week-audio-pbs/id83324702?mt=2","tuneIn":"https://tunein.com/podcasts/Current-Affairs/Washington-Week-p693/","rss":"http://feeds.pbs.org/pbs/weta/washingtonweek-audio"}},"weekend-edition-saturday":{"id":"weekend-edition-saturday","title":"Weekend Edition Saturday","info":"Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.","airtime":"SAT 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-saturday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-saturday"},"weekend-edition-sunday":{"id":"weekend-edition-sunday","title":"Weekend Edition Sunday","info":"Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.","airtime":"SUN 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-sunday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-sunday"},"world-affairs":{"id":"world-affairs","title":"World Affairs","info":"The world as we knew it is undergoing a rapid transformation…so what's next? Welcome to WorldAffairs, your guide to a changing world. We give you the context you need to navigate across borders and ideologies. Through sound-rich stories and in-depth interviews, we break down what it means to be a global citizen on a hot, crowded planet. Our hosts, Ray Suarez, Teresa Cotsirilos and Philip Yun help you make sense of an uncertain world, one story at a time.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/World-Affairs-Podcast-Tile-360x360-1.jpg ","officialWebsiteLink":"https://www.worldaffairs.org/","meta":{"site":"news","source":"World Affairs"},"link":"/radio/program/world-affairs","subscribe":{"apple":"https://itunes.apple.com/us/podcast/world-affairs/id101215657?mt=2","tuneIn":"https://tunein.com/radio/WorldAffairs-p1665/","rss":"https://worldaffairs.libsyn.com/rss"}},"on-shifting-ground":{"id":"on-shifting-ground","title":"On Shifting Ground with Ray Suarez","info":"Geopolitical turmoil. A warming planet. Authoritarians on the rise. We live in a chaotic world that’s rapidly shifting around us. “On Shifting Ground with Ray Suarez” explores international fault lines and how they impact us all. Each week, NPR veteran Ray Suarez hosts conversations with journalists, leaders and policy experts to help us read between the headlines – and give us hope for human resilience.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://ww2.kqed.org/app/uploads/2022/12/onshiftingground-600x600-1.png","officialWebsiteLink":"https://worldaffairs.org/radio-podcast/","meta":{"site":"news","source":"On Shifting Ground"},"link":"/radio/program/on-shifting-ground","subscribe":{"apple":"https://podcasts.apple.com/ie/podcast/on-shifting-ground/id101215657","rss":"https://feeds.libsyn.com/36668/rss"}},"hidden-brain":{"id":"hidden-brain","title":"Hidden Brain","info":"Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg","officialWebsiteLink":"https://www.npr.org/series/423302056/hidden-brain","airtime":"SUN 7pm-8pm","meta":{"site":"news","source":"NPR"},"link":"/radio/program/hidden-brain","subscribe":{"apple":"https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2","tuneIn":"https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/","rss":"https://feeds.npr.org/510308/podcast.xml"}},"city-arts":{"id":"city-arts","title":"City Arts & Lectures","info":"A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg","officialWebsiteLink":"https://www.cityarts.net/","airtime":"SUN 1pm-2pm, TUE 10pm, WED 1am","meta":{"site":"news","source":"City Arts & Lectures"},"link":"https://www.cityarts.net","subscribe":{"tuneIn":"https://tunein.com/radio/City-Arts-and-Lectures-p692/","rss":"https://www.cityarts.net/feed/"}},"white-lies":{"id":"white-lies","title":"White Lies","info":"In 1965, Rev. James Reeb was murdered in Selma, Alabama. Three men were tried and acquitted, but no one was ever held to account. Fifty years later, two journalists from Alabama return to the city where it happened, expose the lies that kept the murder from being solved and uncover a story about guilt and memory that says as much about America today as it does about the past.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/White-Lies-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/podcasts/510343/white-lies","meta":{"site":"news","source":"npr"},"link":"/radio/program/white-lies","subscribe":{"npr":"https://rpb3r.app.goo.gl/whitelies","apple":"https://podcasts.apple.com/podcast/id1462650519?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM0My9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/12yZ2j8vxqhc0QZyRES3ft?si=LfWYEK6URA63hueKVxRLAw","rss":"https://feeds.npr.org/510343/podcast.xml"}},"rightnowish":{"id":"rightnowish","title":"Rightnowish","tagline":"Art is where you find it","info":"Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg","imageAlt":"KQED Rightnowish with Pendarvis Harshaw","officialWebsiteLink":"/podcasts/rightnowish","meta":{"site":"arts","source":"kqed","order":"5"},"link":"/podcasts/rightnowish","subscribe":{"npr":"https://www.npr.org/podcasts/721590300/rightnowish","rss":"https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast","apple":"https://podcasts.apple.com/us/podcast/rightnowish/id1482187648","stitcher":"https://www.stitcher.com/podcast/kqed/rightnowish","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4","spotify":"https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"}},"jerrybrown":{"id":"jerrybrown","title":"The Political Mind of Jerry Brown","tagline":"Lessons from a lifetime in politics","info":"The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Political Mind of Jerry Brown","officialWebsiteLink":"/podcasts/jerrybrown","meta":{"site":"news","source":"kqed","order":"16"},"link":"/podcasts/jerrybrown","subscribe":{"npr":"https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown","apple":"https://itunes.apple.com/us/podcast/id1492194549","rss":"https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/","tuneIn":"http://tun.in/pjGcK","stitcher":"https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown","spotify":"https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9zZXJpZXMvamVycnlicm93bi9mZWVkL3BvZGNhc3Qv"}},"the-splendid-table":{"id":"the-splendid-table","title":"The Splendid Table","info":"\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.splendidtable.org/","airtime":"SUN 10-11 pm","meta":{"site":"radio","source":"npr"},"link":"/radio/program/the-splendid-table"}},"racesReducer":{"5921":{"id":"5921","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":158422,"precinctsReportPercentage":98.97,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Doris Matsui","candidateIncumbent":true,"candidateParty":"D","voteCount":89456,"isWinner":true},{"candidateName":"Tom Silva","candidateIncumbent":false,"candidateParty":"R","voteCount":48920,"isWinner":true},{"candidateName":"David Mandel","candidateIncumbent":false,"candidateParty":"D","voteCount":20046,"isWinner":false}],"winnerDateTime":"2024-03-09T01:00:38.194Z"},"5922":{"id":"5922","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Rudy Recile","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"John Garamendi","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5924":{"id":"5924","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":185034,"precinctsReportPercentage":99.07,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Mark DeSaulnier","candidateIncumbent":true,"candidateParty":"D","voteCount":121265,"isWinner":true},{"candidateName":"Katherine Piccinini","candidateIncumbent":false,"candidateParty":"R","voteCount":34883,"isWinner":true},{"candidateName":"Nolan Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":19459,"isWinner":false},{"candidateName":"Joe Sweeney","candidateIncumbent":false,"candidateParty":"NPP","voteCount":7606,"isWinner":false},{"candidateName":"Mohamed Elsherbini","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1821,"isWinner":false}],"winnerDateTime":"2024-03-09T01:02:32.415Z"},"5926":{"id":"5926","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":153801,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Lateefah Simon","candidateIncumbent":false,"candidateParty":"D","voteCount":85905,"isWinner":true},{"candidateName":"Jennifer Tran","candidateIncumbent":false,"candidateParty":"D","voteCount":22964,"isWinner":true},{"candidateName":"Tony Daysog","candidateIncumbent":false,"candidateParty":"D","voteCount":17197,"isWinner":false},{"candidateName":"Stephen Slauson","candidateIncumbent":false,"candidateParty":"R","voteCount":9699,"isWinner":false},{"candidateName":"Glenn Kaplan","candidateIncumbent":false,"candidateParty":"D","voteCount":6785,"isWinner":false},{"candidateName":"Eric Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":4243,"isWinner":false},{"candidateName":"Abdur Sikder","candidateIncumbent":false,"candidateParty":"D","voteCount":2847,"isWinner":false},{"candidateName":"Ned Nuerge","candidateIncumbent":false,"candidateParty":"R","voteCount":2532,"isWinner":false},{"candidateName":"Andre Todd","candidateIncumbent":false,"candidateParty":"D","voteCount":1629,"isWinner":false}],"winnerDateTime":"2024-03-16T00:22:36.062Z"},"5928":{"id":"5928","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":125831,"precinctsReportPercentage":99.14,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Eric Swalwell","candidateIncumbent":true,"candidateParty":"D","voteCount":83989,"isWinner":true},{"candidateName":"Vin Kruttiventi","candidateIncumbent":false,"candidateParty":"R","voteCount":22106,"isWinner":true},{"candidateName":"Alison Hayden","candidateIncumbent":false,"candidateParty":"R","voteCount":11928,"isWinner":false},{"candidateName":"Luis Reynoso","candidateIncumbent":false,"candidateParty":"R","voteCount":7808,"isWinner":false}],"winnerDateTime":"2024-03-12T00:51:36.366Z"},"5930":{"id":"5930","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":182135,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"April 3, 2024","timeUpdated":"3:04 PM","source":"AP","candidates":[{"candidateName":"Sam Liccardo","candidateIncumbent":false,"candidateParty":"D","voteCount":38489,"isWinner":true},{"candidateName":"Evan Low","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Joe Simitian","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Peter Ohtaki","candidateIncumbent":false,"candidateParty":"R","voteCount":23275,"isWinner":false},{"candidateName":"Peter Dixon","candidateIncumbent":false,"candidateParty":"D","voteCount":14673,"isWinner":false},{"candidateName":"Rishi Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":12377,"isWinner":false},{"candidateName":"Karl Ryan","candidateIncumbent":false,"candidateParty":"R","voteCount":11557,"isWinner":false},{"candidateName":"Julie Lythcott-Haims","candidateIncumbent":false,"candidateParty":"D","voteCount":11383,"isWinner":false},{"candidateName":"Ahmed Mostafa","candidateIncumbent":false,"candidateParty":"D","voteCount":5811,"isWinner":false},{"candidateName":"Greg Tanaka","candidateIncumbent":false,"candidateParty":"D","voteCount":2421,"isWinner":false},{"candidateName":"Joby Bernstein","candidateIncumbent":false,"candidateParty":"D","voteCount":1651,"isWinner":false}],"winnerDateTime":"2024-03-12T00:32:05.002Z"},"5931":{"id":"5931","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":117534,"precinctsReportPercentage":98.92,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ro Khanna","candidateIncumbent":true,"candidateParty":"D","voteCount":73941,"isWinner":true},{"candidateName":"Anita Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":31539,"isWinner":true},{"candidateName":"Ritesh Tandon","candidateIncumbent":false,"candidateParty":"D","voteCount":5728,"isWinner":false},{"candidateName":"Mario Ramirez","candidateIncumbent":false,"candidateParty":"D","voteCount":4491,"isWinner":false},{"candidateName":"Joe Dehn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":1835,"isWinner":false}],"winnerDateTime":"2024-03-08T01:50:53.956Z"},"5932":{"id":"5932","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":96302,"precinctsReportPercentage":98.93,"eevp":98.83,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Zoe Lofgren","candidateIncumbent":true,"candidateParty":"D","voteCount":49323,"isWinner":true},{"candidateName":"Peter Hernandez","candidateIncumbent":false,"candidateParty":"R","voteCount":31622,"isWinner":true},{"candidateName":"Charlene Nijmeh","candidateIncumbent":false,"candidateParty":"D","voteCount":10614,"isWinner":false},{"candidateName":"Lawrence Milan","candidateIncumbent":false,"candidateParty":"D","voteCount":2712,"isWinner":false},{"candidateName":"Luele Kifle","candidateIncumbent":false,"candidateParty":"D","voteCount":2031,"isWinner":false}],"winnerDateTime":"2024-03-12T00:26:02.706Z"},"5963":{"id":"5963","type":"apRace","location":"State of California","raceName":"State House, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":139085,"precinctsReportPercentage":98.62,"eevp":98.6,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Michael Greer","candidateIncumbent":false,"candidateParty":"R","voteCount":38079,"isWinner":true},{"candidateName":"Chris Rogers","candidateIncumbent":false,"candidateParty":"D","voteCount":27126,"isWinner":true},{"candidateName":"Rusty Hicks","candidateIncumbent":false,"candidateParty":"D","voteCount":25615,"isWinner":false},{"candidateName":"Ariel Kelley","candidateIncumbent":false,"candidateParty":"D","voteCount":19483,"isWinner":false},{"candidateName":"Frankie Myers","candidateIncumbent":false,"candidateParty":"D","voteCount":17694,"isWinner":false},{"candidateName":"Ted Williams","candidateIncumbent":false,"candidateParty":"D","voteCount":9550,"isWinner":false},{"candidateName":"Cynthia Click","candidateIncumbent":false,"candidateParty":"D","voteCount":1538,"isWinner":false}],"winnerDateTime":"2024-03-22T21:38:36.711Z"},"5972":{"id":"5972","type":"apRace","location":"State of California","raceName":"State House, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":99775,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Lori Wilson","candidateIncumbent":true,"candidateParty":"D","voteCount":50085,"isWinner":true},{"candidateName":"Dave Ennis","candidateIncumbent":false,"candidateParty":"R","voteCount":26074,"isWinner":true},{"candidateName":"Wanda Wallis","candidateIncumbent":false,"candidateParty":"R","voteCount":14638,"isWinner":false},{"candidateName":"Jeffrey Flack","candidateIncumbent":false,"candidateParty":"D","voteCount":8978,"isWinner":false}],"winnerDateTime":"2024-03-08T02:01:24.524Z"},"5973":{"id":"5973","type":"apRace","location":"State of California","raceName":"State House, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":143532,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Damon Connolly","candidateIncumbent":true,"candidateParty":"D","voteCount":111275,"isWinner":true},{"candidateName":"Andy Podshadley","candidateIncumbent":false,"candidateParty":"R","voteCount":17240,"isWinner":true},{"candidateName":"Eryn Cervantes","candidateIncumbent":false,"candidateParty":"R","voteCount":15017,"isWinner":false}],"winnerDateTime":"2024-03-21T00:25:32.262Z"},"5975":{"id":"5975","type":"apRace","location":"State of California","raceName":"State House, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":106997,"precinctsReportPercentage":99.06,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Buffy Wicks","candidateIncumbent":true,"candidateParty":"D","voteCount":78678,"isWinner":true},{"candidateName":"Margot Smith","candidateIncumbent":false,"candidateParty":"D","voteCount":18251,"isWinner":true},{"candidateName":"Utkarsh Jain","candidateIncumbent":false,"candidateParty":"R","voteCount":10068,"isWinner":false}],"winnerDateTime":"2024-03-15T01:30:34.539Z"},"5976":{"id":"5976","type":"apRace","location":"State of California","raceName":"State House, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":97144,"precinctsReportPercentage":98.98,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Sonia Ledo","candidateIncumbent":false,"candidateParty":"R","voteCount":30946,"isWinner":true},{"candidateName":"Anamarie Farias","candidateIncumbent":false,"candidateParty":"D","voteCount":29512,"isWinner":true},{"candidateName":"Monica Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":24775,"isWinner":false},{"candidateName":"Karen Mitchoff","candidateIncumbent":false,"candidateParty":"D","voteCount":11911,"isWinner":false}],"winnerDateTime":"2024-03-14T00:19:38.858Z"},"5977":{"id":"5977","type":"apRace","location":"State of California","raceName":"State House, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Joseph Rubay","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Rebecca Bauer-Kahan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5978":{"id":"5978","type":"apRace","location":"State of California","raceName":"State House, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":111003,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Matt Haney","candidateIncumbent":true,"candidateParty":"D","voteCount":90915,"isWinner":true},{"candidateName":"Manuel Noris-Barrera","candidateIncumbent":false,"candidateParty":"R","voteCount":13843,"isWinner":true},{"candidateName":"Otto Duke","candidateIncumbent":false,"candidateParty":"D","voteCount":6245,"isWinner":false}],"winnerDateTime":"2024-03-12T00:36:19.697Z"},"5979":{"id":"5979","type":"apRace","location":"State of California","raceName":"State House, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":86008,"precinctsReportPercentage":99.1,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Mia Bonta","candidateIncumbent":true,"candidateParty":"D","voteCount":73040,"isWinner":true},{"candidateName":"Andre Sandford","candidateIncumbent":false,"candidateParty":"AIP","voteCount":4575,"isWinner":false},{"candidateName":"Mindy Pechenuk","candidateIncumbent":false,"candidateParty":"R","voteCount":4389,"isWinner":false},{"candidateName":"Cheyenne Kenney","candidateIncumbent":false,"candidateParty":"R","voteCount":4004,"isWinner":false}],"winnerDateTime":"2024-03-06T08:03:23.729Z"},"5980":{"id":"5980","type":"apRace","location":"State of California","raceName":"State House, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":113959,"precinctsReportPercentage":98.8,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Catherine Stefani","candidateIncumbent":false,"candidateParty":"D","voteCount":64960,"isWinner":true},{"candidateName":"David Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":33035,"isWinner":true},{"candidateName":"Nadia Flamenco","candidateIncumbent":false,"candidateParty":"R","voteCount":8335,"isWinner":false},{"candidateName":"Arjun Sodhani","candidateIncumbent":false,"candidateParty":"R","voteCount":7629,"isWinner":false}],"winnerDateTime":"2024-03-11T23:50:23.109Z"},"5981":{"id":"5981","type":"apRace","location":"State of California","raceName":"State House, District 20","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Liz Ortega","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5982":{"id":"5982","type":"apRace","location":"State of California","raceName":"State House, District 21","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mark Gilham","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Diane Papan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5984":{"id":"5984","type":"apRace","location":"State of California","raceName":"State House, District 23","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":116963,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Marc Berman","candidateIncumbent":true,"candidateParty":"D","voteCount":67106,"isWinner":true},{"candidateName":"Lydia Kou","candidateIncumbent":false,"candidateParty":"D","voteCount":23699,"isWinner":true},{"candidateName":"Gus Mattammal","candidateIncumbent":false,"candidateParty":"R","voteCount":13277,"isWinner":false},{"candidateName":"Allan Marson","candidateIncumbent":false,"candidateParty":"R","voteCount":12881,"isWinner":false}],"winnerDateTime":"2024-03-12T01:13:06.280Z"},"5987":{"id":"5987","type":"apRace","location":"State of California","raceName":"State House, District 26","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":72753,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Patrick Ahrens","candidateIncumbent":false,"candidateParty":"D","voteCount":25036,"isWinner":true},{"candidateName":"Tara Sreekrishnan","candidateIncumbent":false,"candidateParty":"D","voteCount":19600,"isWinner":true},{"candidateName":"Sophie Song","candidateIncumbent":false,"candidateParty":"R","voteCount":15954,"isWinner":false},{"candidateName":"Omar Din","candidateIncumbent":false,"candidateParty":"D","voteCount":8772,"isWinner":false},{"candidateName":"Bob Goodwyn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":2170,"isWinner":false},{"candidateName":"Ashish Garg","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1221,"isWinner":false}],"winnerDateTime":"2024-03-13T21:06:29.070Z"},"5989":{"id":"5989","type":"apRace","location":"State of California","raceName":"State House, District 28","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Gail Pellerin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Liz Lawler","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6010":{"id":"6010","type":"apRace","location":"State of California","raceName":"State House, District 49","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Mike Fong","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Long Liu","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6018":{"id":"6018","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":229348,"precinctsReportPercentage":99.05,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Jared Huffman","candidateIncumbent":true,"candidateParty":"D","voteCount":169005,"isWinner":true},{"candidateName":"Chris Coulombe","candidateIncumbent":false,"candidateParty":"R","voteCount":37372,"isWinner":true},{"candidateName":"Tief Gibbs","candidateIncumbent":false,"candidateParty":"R","voteCount":18437,"isWinner":false},{"candidateName":"Jolian Kangas","candidateIncumbent":false,"candidateParty":"NPP","voteCount":3166,"isWinner":false},{"candidateName":"Jason Brisendine","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1368,"isWinner":false}],"winnerDateTime":"2024-03-12T00:46:10.103Z"},"6020":{"id":"6020","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":187640,"precinctsReportPercentage":96.32,"eevp":96.36,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":true,"candidateParty":"D","voteCount":118147,"isWinner":true},{"candidateName":"John Munn","candidateIncumbent":false,"candidateParty":"R","voteCount":56232,"isWinner":true},{"candidateName":"Andrew Engdahl","candidateIncumbent":false,"candidateParty":"D","voteCount":11202,"isWinner":false},{"candidateName":"Niket Patwardhan","candidateIncumbent":false,"candidateParty":"NPP","voteCount":2059,"isWinner":false}],"winnerDateTime":"2024-03-07T00:30:57.980Z"},"6025":{"id":"6025","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":121271,"precinctsReportPercentage":99.17,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Josh Harder","candidateIncumbent":true,"candidateParty":"D","voteCount":60396,"isWinner":true},{"candidateName":"Kevin Lincoln","candidateIncumbent":false,"candidateParty":"R","voteCount":36346,"isWinner":true},{"candidateName":"John McBride","candidateIncumbent":false,"candidateParty":"R","voteCount":15525,"isWinner":false},{"candidateName":"Khalid Jafri","candidateIncumbent":false,"candidateParty":"R","voteCount":9004,"isWinner":false}],"winnerDateTime":"2024-03-12T00:49:44.113Z"},"6031":{"id":"6031","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Anna Kramer","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Kevin Mullin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6035":{"id":"6035","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":203670,"precinctsReportPercentage":99.11,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Jimmy Panetta","candidateIncumbent":true,"candidateParty":"D","voteCount":132540,"isWinner":true},{"candidateName":"Jason Anderson","candidateIncumbent":false,"candidateParty":"R","voteCount":58120,"isWinner":true},{"candidateName":"Sean Dougherty","candidateIncumbent":false,"candidateParty":"Grn","voteCount":13010,"isWinner":false}],"winnerDateTime":"2024-03-07T00:23:46.779Z"},"6066":{"id":"6066","type":"apRace","location":"State of California","raceName":"State House, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jamie Gallagher","candidateIncumbent":true,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Aaron Draper","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6067":{"id":"6067","type":"apRace","location":"State of California","raceName":"State House, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Cecilia Aguiar-Curry","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6087":{"id":"6087","type":"apRace","location":"State of California","raceName":"State House, District 24","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":66643,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Alex Lee","candidateIncumbent":true,"candidateParty":"D","voteCount":45544,"isWinner":true},{"candidateName":"Bob Brunton","candidateIncumbent":false,"candidateParty":"R","voteCount":14951,"isWinner":true},{"candidateName":"Marti Souza","candidateIncumbent":false,"candidateParty":"R","voteCount":6148,"isWinner":false}],"winnerDateTime":"2024-03-14T23:23:49.770Z"},"6088":{"id":"6088","type":"apRace","location":"State of California","raceName":"State House, District 25","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":69560,"precinctsReportPercentage":99.31,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ash Kalra","candidateIncumbent":true,"candidateParty":"D","voteCount":35821,"isWinner":true},{"candidateName":"Ted Stroll","candidateIncumbent":false,"candidateParty":"R","voteCount":18255,"isWinner":true},{"candidateName":"Lan Ngo","candidateIncumbent":false,"candidateParty":"D","voteCount":15484,"isWinner":false}],"winnerDateTime":"2024-03-14T02:40:57.200Z"},"6092":{"id":"6092","type":"apRace","location":"State of California","raceName":"State House, District 29","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Robert Rivas","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"J.W. Paine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6223":{"id":"6223","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 46","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:16 PM","source":"AP","candidates":[{"candidateName":"Lou Correa","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"David Pan","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6530":{"id":"6530","type":"apRace","location":"State of California","raceName":"State Senate, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":222193,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Thom Bogue","candidateIncumbent":false,"candidateParty":"R","voteCount":61776,"isWinner":true},{"candidateName":"Christopher Cabaldon","candidateIncumbent":false,"candidateParty":"D","voteCount":59041,"isWinner":true},{"candidateName":"Rozzana Verder-Aliga","candidateIncumbent":false,"candidateParty":"D","voteCount":45546,"isWinner":false},{"candidateName":"Jackie Elward","candidateIncumbent":false,"candidateParty":"D","voteCount":41127,"isWinner":false},{"candidateName":"Jimih Jones","candidateIncumbent":false,"candidateParty":"R","voteCount":14703,"isWinner":false}],"winnerDateTime":"2024-03-15T01:24:31.539Z"},"6531":{"id":"6531","type":"apRace","location":"State of California","raceName":"State Senate, District 5","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":171623,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jim Shoemaker","candidateIncumbent":false,"candidateParty":"R","voteCount":74935,"isWinner":true},{"candidateName":"Jerry McNerney","candidateIncumbent":false,"candidateParty":"D","voteCount":57040,"isWinner":true},{"candidateName":"Carlos Villapudua","candidateIncumbent":false,"candidateParty":"D","voteCount":39648,"isWinner":false}],"winnerDateTime":"2024-03-13T20:07:46.382Z"},"6532":{"id":"6532","type":"apRace","location":"State of California","raceName":"State Senate, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":192446,"precinctsReportPercentage":98.72,"eevp":98.78,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Jesse Arreguín","candidateIncumbent":false,"candidateParty":"D","voteCount":61837,"isWinner":true},{"candidateName":"Jovanka Beckles","candidateIncumbent":false,"candidateParty":"D","voteCount":34025,"isWinner":true},{"candidateName":"Dan Kalb","candidateIncumbent":false,"candidateParty":"D","voteCount":28842,"isWinner":false},{"candidateName":"Kathryn Lybarger","candidateIncumbent":false,"candidateParty":"D","voteCount":28041,"isWinner":false},{"candidateName":"Sandre Swanson","candidateIncumbent":false,"candidateParty":"D","voteCount":22862,"isWinner":false},{"candidateName":"Jeanne Solnordal","candidateIncumbent":false,"candidateParty":"R","voteCount":16839,"isWinner":false}],"winnerDateTime":"2024-03-16T00:58:11.533Z"},"6533":{"id":"6533","type":"apRace","location":"State of California","raceName":"State Senate, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Tim Grayson","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Marisol Rubio","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6534":{"id":"6534","type":"apRace","location":"State of California","raceName":"State Senate, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":228260,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Scott Wiener","candidateIncumbent":true,"candidateParty":"D","voteCount":166592,"isWinner":true},{"candidateName":"Yvette Corkrean","candidateIncumbent":false,"candidateParty":"R","voteCount":34438,"isWinner":true},{"candidateName":"Cynthia Cravens","candidateIncumbent":false,"candidateParty":"D","voteCount":18513,"isWinner":false},{"candidateName":"Jing Xiong","candidateIncumbent":false,"candidateParty":"NPP","voteCount":8717,"isWinner":false}],"winnerDateTime":"2024-03-12T02:01:51.597Z"},"6535":{"id":"6535","type":"apRace","location":"State of California","raceName":"State Senate, District 13","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":227191,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Josh Becker","candidateIncumbent":true,"candidateParty":"D","voteCount":167127,"isWinner":true},{"candidateName":"Alexander Glew","candidateIncumbent":false,"candidateParty":"R","voteCount":42788,"isWinner":true},{"candidateName":"Christina Laskowski","candidateIncumbent":false,"candidateParty":"R","voteCount":17276,"isWinner":false}],"winnerDateTime":"2024-03-12T01:56:24.964Z"},"6536":{"id":"6536","type":"apRace","location":"State of California","raceName":"State Senate, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":180231,"precinctsReportPercentage":98.81,"eevp":98.95,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Dave Cortese","candidateIncumbent":true,"candidateParty":"D","voteCount":124440,"isWinner":true},{"candidateName":"Robert Howell","candidateIncumbent":false,"candidateParty":"R","voteCount":34173,"isWinner":true},{"candidateName":"Tony Loaiza","candidateIncumbent":false,"candidateParty":"R","voteCount":21618,"isWinner":false}],"winnerDateTime":"2024-03-13T01:15:45.365Z"},"6548":{"id":"6548","type":"apRace","location":"State of California","raceName":"State Senate, District 39","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:55 PM","source":"AP","candidates":[{"candidateName":"Akilah Weber","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Bob Divine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6611":{"id":"6611","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":188732,"precinctsReportPercentage":98.89,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Nancy Pelosi","candidateIncumbent":true,"candidateParty":"D","voteCount":138285,"isWinner":true},{"candidateName":"Bruce Lou","candidateIncumbent":false,"candidateParty":"R","voteCount":16285,"isWinner":true},{"candidateName":"Marjorie Mikels","candidateIncumbent":false,"candidateParty":"D","voteCount":9363,"isWinner":false},{"candidateName":"Bianca Von Krieg","candidateIncumbent":false,"candidateParty":"D","voteCount":7634,"isWinner":false},{"candidateName":"Jason Zeng","candidateIncumbent":false,"candidateParty":"R","voteCount":6607,"isWinner":false},{"candidateName":"Jason Boyce","candidateIncumbent":false,"candidateParty":"D","voteCount":4325,"isWinner":false},{"candidateName":"Larry Nichelson","candidateIncumbent":false,"candidateParty":"R","voteCount":3482,"isWinner":false},{"candidateName":"Eve Del Castello","candidateIncumbent":false,"candidateParty":"R","voteCount":2751,"isWinner":false}],"winnerDateTime":"2024-03-12T00:31:55.445Z"},"8589":{"id":"8589","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7276537,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2299507,"isWinner":true},{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2292414,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1115606,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":714408,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":240723,"isWinner":false},{"candidateName":"James Bradley","candidateIncumbent":false,"candidateParty":"R","voteCount":98180,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":61755,"isWinner":false},{"candidateName":"Sharleta Bassett","candidateIncumbent":false,"candidateParty":"R","voteCount":54422,"isWinner":false},{"candidateName":"Sarah Liew","candidateIncumbent":false,"candidateParty":"R","voteCount":38483,"isWinner":false},{"candidateName":"Laura Garza ","candidateIncumbent":false,"candidateParty":"NPP","voteCount":34320,"isWinner":false},{"candidateName":"Jonathan Reiss","candidateIncumbent":false,"candidateParty":"R","voteCount":34283,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":34056,"isWinner":false},{"candidateName":"Gail Lightfoot","candidateIncumbent":false,"candidateParty":"Lib","voteCount":33046,"isWinner":false},{"candidateName":"Denice Gary-Pandol","candidateIncumbent":false,"candidateParty":"R","voteCount":25494,"isWinner":false},{"candidateName":"James Macauley","candidateIncumbent":false,"candidateParty":"R","voteCount":23168,"isWinner":false},{"candidateName":"Harmesh Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":21522,"isWinner":false},{"candidateName":"David Peterson","candidateIncumbent":false,"candidateParty":"D","voteCount":21076,"isWinner":false},{"candidateName":"Douglas Pierce","candidateIncumbent":false,"candidateParty":"D","voteCount":19371,"isWinner":false},{"candidateName":"Major Singh","candidateIncumbent":false,"candidateParty":"NPP","voteCount":16965,"isWinner":false},{"candidateName":"John Rose","candidateIncumbent":false,"candidateParty":"D","voteCount":14577,"isWinner":false},{"candidateName":"Perry Pound","candidateIncumbent":false,"candidateParty":"D","voteCount":14134,"isWinner":false},{"candidateName":"Raji Rab","candidateIncumbent":false,"candidateParty":"D","voteCount":13558,"isWinner":false},{"candidateName":"Mark Ruzon","candidateIncumbent":false,"candidateParty":"NPP","voteCount":13429,"isWinner":false},{"candidateName":"Forrest Jones","candidateIncumbent":false,"candidateParty":"AIP","voteCount":13027,"isWinner":false},{"candidateName":"Stefan Simchowitz","candidateIncumbent":false,"candidateParty":"R","voteCount":12717,"isWinner":false},{"candidateName":"Martin Veprauskas","candidateIncumbent":false,"candidateParty":"R","voteCount":9714,"isWinner":false},{"candidateName":"Don Grundmann","candidateIncumbent":false,"candidateParty":"NPP","voteCount":6582,"isWinner":false}],"winnerDateTime":"2024-03-06T05:01:46.589Z"},"8686":{"id":"8686","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":3589127,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:48 AM","source":"AP","candidates":[{"candidateName":"Joe Biden","candidateIncumbent":true,"candidateParty":"D","voteCount":3200188,"isWinner":true},{"candidateName":"Marianne Williamson","candidateIncumbent":false,"candidateParty":"D","voteCount":145690,"isWinner":false},{"candidateName":"Dean Phillips","candidateIncumbent":false,"candidateParty":"D","voteCount":99981,"isWinner":false},{"candidateName":"Armando Perez-Serrato","candidateIncumbent":false,"candidateParty":"D","voteCount":42925,"isWinner":false},{"candidateName":"Gabriel Cornejo","candidateIncumbent":false,"candidateParty":"D","voteCount":41261,"isWinner":false},{"candidateName":"President Boddie","candidateIncumbent":false,"candidateParty":"D","voteCount":25373,"isWinner":false},{"candidateName":"Stephen Lyons","candidateIncumbent":false,"candidateParty":"D","voteCount":21008,"isWinner":false},{"candidateName":"Eban Cambridge","candidateIncumbent":false,"candidateParty":"D","voteCount":12701,"isWinner":false}],"winnerDateTime":"2024-03-06T04:12:27.559Z"},"8688":{"id":"8688","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":2466569,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Donald Trump","candidateIncumbent":false,"candidateParty":"R","voteCount":1953947,"isWinner":true},{"candidateName":"Nikki Haley","candidateIncumbent":false,"candidateParty":"R","voteCount":430792,"isWinner":false},{"candidateName":"Ron DeSantis","candidateIncumbent":false,"candidateParty":"R","voteCount":35581,"isWinner":false},{"candidateName":"Chris Christie","candidateIncumbent":false,"candidateParty":"R","voteCount":20164,"isWinner":false},{"candidateName":"Vivek Ramaswamy","candidateIncumbent":false,"candidateParty":"R","voteCount":11069,"isWinner":false},{"candidateName":"Rachel Swift","candidateIncumbent":false,"candidateParty":"R","voteCount":4231,"isWinner":false},{"candidateName":"David Stuckenberg","candidateIncumbent":false,"candidateParty":"R","voteCount":3895,"isWinner":false},{"candidateName":"Ryan Binkley","candidateIncumbent":false,"candidateParty":"R","voteCount":3563,"isWinner":false},{"candidateName":"Asa Hutchinson","candidateIncumbent":false,"candidateParty":"R","voteCount":3327,"isWinner":false}],"winnerDateTime":"2024-03-06T04:13:19.766Z"},"81993":{"id":"81993","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I Unexpired Term","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7358837,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2444940,"isWinner":true},{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2155146,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1269194,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":863278,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":448788,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":109421,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":68070,"isWinner":false}],"winnerDateTime":"2024-03-06T04:31:08.186Z"},"82014":{"id":"82014","type":"apRace","location":"State of California","raceName":"Proposition, 1 - Behavioral Health Services Program","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":7221972,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":null,"voteCount":3624998,"isWinner":true},{"candidateName":"No","candidateIncumbent":false,"candidateParty":null,"voteCount":3596974,"isWinner":false}],"winnerDateTime":"2024-03-21T00:11:06.265Z"},"timeLoaded":"April 23, 2024 8:13 PM","nationalRacesLoaded":true,"localRacesLoaded":true,"overrides":[{"id":"5921","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5922","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5924","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5926","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/congress-12th-district"},{"id":"5928","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5930","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/congress-16th-district"},{"id":"5931","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5932","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5963","raceName":"State Assembly, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5972","raceName":"State Assembly, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5973","raceName":"State Assembly, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5975","raceName":"State Assembly, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5976","raceName":"State Assembly, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/state-assembly"},{"id":"5977","raceName":"State Assembly, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5978","raceName":"State Assembly, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5979","raceName":"State Assembly, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5980","raceName":"State Assembly, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5981","raceName":"State Assembly, District 20","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5982","raceName":"State Assembly, District 21","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5984","raceName":"State Assembly, District 23","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-assembly-23rd-district"},{"id":"5987","raceName":"State Assembly, District 26","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/state-assembly-26th-district"},{"id":"5989","raceName":"State Assembly, District 28","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6010","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6018","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6020","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6025","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6031","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6035","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6067","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6087","raceName":"State Assembly, District 24","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6088","raceName":"State Assembly, District 25","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6092","raceName":"State Assembly, District 29","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6223","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6530","raceName":"State Senate, District 3","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-3rd-district"},{"id":"6531","raceName":"State Senate, District 5","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6532","raceName":"State Senate, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-7th-district"},{"id":"6533","raceName":"State Senate, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6534","raceName":"State Senate, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6535","raceName":"State Senate, District 13","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6536","raceName":"State Senate, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6611","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"8589","raceName":"U.S. Senate (Full Term)","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/senator"},{"id":"8686","raceName":"California Democratic Presidential Primary","raceDescription":"Candidates are competing for 496 delegates.","raceReadTheStory":"https://www.kqed.org/elections/results/president/democrat"},{"id":"8688","raceName":"California Republican Presidential Primary","raceDescription":"Candidates are competing for 169 delegates.","raceReadTheStory":"https://kqed.org/elections/results/president/republican"},{"id":"81993","raceName":"U.S. Senate (Partial/Unexpired Term)","raceDescription":"Top two candidates advance to general election."},{"id":"82014","raceName":"Proposition 1","raceDescription":"Bond and mental health reforms. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/california/proposition-1"}],"AlamedaJudge5":{"id":"AlamedaJudge5","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":200601,"candidates":[{"candidateName":"Terry Wiley","candidateIncumbent":true,"candidateParty":"","voteCount":200601}]},"AlamedaJudge12":{"id":"AlamedaJudge12","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 12","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":240853,"candidates":[{"candidateName":"Mark Fickes","candidateIncumbent":false,"candidateParty":"","voteCount":133009},{"candidateName":"Michael P. Johnson","candidateIncumbent":false,"candidateParty":"","voteCount":107844}]},"AlamedaBoard2":{"id":"AlamedaBoard2","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 2","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33580,"candidates":[{"candidateName":"John Lewis","candidateIncumbent":false,"candidateParty":"","voteCount":6943},{"candidateName":"Angela Normand","candidateIncumbent":true,"candidateParty":"","voteCount":26637}]},"AlamedaBoard5":{"id":"AlamedaBoard5","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":26072,"candidates":[{"candidateName":"Guadalupe \"Lupe\" Angulo","candidateIncumbent":false,"candidateParty":"","voteCount":7521},{"candidateName":"Janevette Cole","candidateIncumbent":true,"candidateParty":"","voteCount":13338},{"candidateName":"Joe Orlando Ramos","candidateIncumbent":false,"candidateParty":"","voteCount":5213}]},"AlamedaBoard6":{"id":"AlamedaBoard6","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 6","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":30864,"candidates":[{"candidateName":"John Guerrero","candidateIncumbent":false,"candidateParty":"","voteCount":9989},{"candidateName":"Eileen McDonald","candidateIncumbent":true,"candidateParty":"","voteCount":20875}]},"AlamedaSup1":{"id":"AlamedaSup1","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":41038,"candidates":[{"candidateName":"David Haubert","candidateIncumbent":true,"candidateParty":"","voteCount":41038}]},"AlamedaSup2":{"id":"AlamedaSup2","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":31034,"candidates":[{"candidateName":"Elisa Márquez","candidateIncumbent":true,"candidateParty":"","voteCount":31034}]},"AlamedaSup4":{"id":"AlamedaSup4","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-4th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":57007,"candidates":[{"candidateName":"Jennifer Esteen","candidateIncumbent":false,"candidateParty":"","voteCount":22400},{"candidateName":"Nate Miley","candidateIncumbent":true,"candidateParty":"","voteCount":34607}]},"AlamedaSup5":{"id":"AlamedaSup5","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-5th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":81059,"candidates":[{"candidateName":"Ben Bartlett","candidateIncumbent":false,"candidateParty":"","voteCount":13518},{"candidateName":"Nikki Fortunato Bas","candidateIncumbent":false,"candidateParty":"","voteCount":27597},{"candidateName":"John J. Bauters","candidateIncumbent":false,"candidateParty":"","voteCount":16783},{"candidateName":"Ken Berrick","candidateIncumbent":false,"candidateParty":"","voteCount":7520},{"candidateName":"Omar Farmer","candidateIncumbent":false,"candidateParty":"","voteCount":1240},{"candidateName":"Gregory Hodge","candidateIncumbent":false,"candidateParty":"","voteCount":3419},{"candidateName":"Chris Moore","candidateIncumbent":false,"candidateParty":"","voteCount":7428},{"candidateName":"Gerald Pechenuk","candidateIncumbent":false,"candidateParty":"","voteCount":305},{"candidateName":"Lorrel Plimier","candidateIncumbent":false,"candidateParty":"","voteCount":3249}]},"AlamedaBoard7":{"id":"AlamedaBoard7","type":"localRace","location":"Alameda","raceName":"Flood Control & Water Conservation District Director, Zone 7, Full Term","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":134340,"candidates":[{"candidateName":"Alan Burnham","candidateIncumbent":false,"candidateParty":"","voteCount":15723},{"candidateName":"Sandy Figuers","candidateIncumbent":false,"candidateParty":"","voteCount":22454},{"candidateName":"Laurene K. Green","candidateIncumbent":false,"candidateParty":"","voteCount":30343},{"candidateName":"Kathy Narum","candidateIncumbent":true,"candidateParty":"","voteCount":23833},{"candidateName":"Seema Badar","candidateIncumbent":false,"candidateParty":"","voteCount":7468},{"candidateName":"Catherine Brown","candidateIncumbent":false,"candidateParty":"","voteCount":34519}]},"AlamedaAuditor":{"id":"AlamedaAuditor","type":"localRace","location":"Alameda","raceName":"Oakland Auditor","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":59227,"candidates":[{"candidateName":"Michael Houston","candidateIncumbent":true,"candidateParty":"","voteCount":59227}]},"AlamedaMeasureA":{"id":"AlamedaMeasureA","type":"localRace","location":"Alameda","raceName":"Measure A","raceDescription":"Alameda County. Civil service. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282335,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":167903},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":114432}]},"AlamedaMeasureB":{"id":"AlamedaMeasureB","type":"localRace","location":"Alameda","raceName":"Measure B","raceDescription":"Alameda County. Recall rules. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/measure-b","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282683,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182200},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":100483}]},"AlamedaMeasureD":{"id":"AlamedaMeasureD","type":"localRace","location":"Alameda","raceName":"Measure D","raceDescription":"Oakland. Appropriations limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":79797,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":59852},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":19945}]},"AlamedaMeasureE":{"id":"AlamedaMeasureE","type":"localRace","location":"Alameda","raceName":"Measure E","raceDescription":"Alameda Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":22692,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":17280},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5412}]},"AlamedaMeasureF":{"id":"AlamedaMeasureF","type":"localRace","location":"Alameda","raceName":"Measure F","raceDescription":"Piedmont. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":4855,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3673},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1182}]},"AlamedaMeasureG":{"id":"AlamedaMeasureG","type":"localRace","location":"Alameda","raceName":"Measure G","raceDescription":"Albany Unified School District. Parcel tax. Passes with 2/3 vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":5898,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4651},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1247}]},"AlamedaMeasureH":{"id":"AlamedaMeasureH","type":"localRace","location":"Alameda","raceName":"Measure H","raceDescription":"Berkeley Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33331,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":29418},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3913}]},"AlamedaMeasureI":{"id":"AlamedaMeasureI","type":"localRace","location":"Alameda","raceName":"Measure I","raceDescription":"Hayward Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":21929,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":14151},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7778}]},"AlamedaMeasureJ":{"id":"AlamedaMeasureJ","type":"localRace","location":"Alameda","raceName":"Measure J","raceDescription":"San Leandro Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":12338,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7784},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4554}]},"CCD2":{"id":"CCD2","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":45776,"candidates":[{"candidateName":"Candace Andersen","candidateIncumbent":true,"candidateParty":"","voteCount":45776}]},"CCD3":{"id":"CCD3","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":25120,"candidates":[{"candidateName":"Diane Burgis","candidateIncumbent":true,"candidateParty":"","voteCount":25120}]},"CCD5":{"id":"CCD5","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/supervisor-5th-district","raceType":"top2","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":37045,"candidates":[{"candidateName":"Mike Barbanica","candidateIncumbent":false,"candidateParty":"","voteCount":14338},{"candidateName":"Jelani Killings","candidateIncumbent":false,"candidateParty":"","voteCount":5683},{"candidateName":"Shanelle Scales-Preston","candidateIncumbent":false,"candidateParty":"","voteCount":12993},{"candidateName":"Iztaccuauhtli Hector Gonzalez","candidateIncumbent":false,"candidateParty":"","voteCount":4031}]},"CCMeasureA":{"id":"CCMeasureA","type":"localRace","location":"Contra Costa","raceName":"Measure A","raceDescription":"Martinez. Appoint City Clerk. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":11513,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7554},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3959}]},"CCMeasureB":{"id":"CCMeasureB","type":"localRace","location":"Contra Costa","raceName":"Measure B","raceDescription":"Antioch Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":17971,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10397},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7574}]},"CCMeasureC":{"id":"CCMeasureC","type":"localRace","location":"Contra Costa","raceName":"Measure C","raceDescription":"Martinez Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":9230,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6917},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2313}]},"CCMeasureD":{"id":"CCMeasureD","type":"localRace","location":"Contra Costa","raceName":"Measure D","raceDescription":"Moraga School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":6007,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4052},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1955}]},"MarinD2":{"id":"MarinD2","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/supervisor-2nd-district","raceType":"top2","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":18466,"candidates":[{"candidateName":"Brian Colbert","candidateIncumbent":false,"candidateParty":"","voteCount":7971},{"candidateName":"Heather McPhail Sridharan","candidateIncumbent":false,"candidateParty":"","voteCount":4851},{"candidateName":"Ryan O'Neil","candidateIncumbent":false,"candidateParty":"","voteCount":2647},{"candidateName":"Gabe Paulson","candidateIncumbent":false,"candidateParty":"","voteCount":2997}]},"MarinD3":{"id":"MarinD3","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":13274,"candidates":[{"candidateName":"Stephanie Moulton-Peters","candidateIncumbent":true,"candidateParty":"","voteCount":13274}]},"MarinD4":{"id":"MarinD4","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":12986,"candidates":[{"candidateName":"Dennis Rodoni","candidateIncumbent":true,"candidateParty":"","voteCount":10086},{"candidateName":"Francis Drouillard","candidateIncumbent":false,"candidateParty":"","voteCount":2900}]},"MarinLarkspurCC":{"id":"MarinLarkspurCC","type":"localRace","location":"Marin","raceName":"Larkspur City Council (Short Term)","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4176,"candidates":[{"candidateName":"Stephanie Andre","candidateIncumbent":false,"candidateParty":"","voteCount":2514},{"candidateName":"Claire Paquette","candidateIncumbent":false,"candidateParty":"","voteCount":1008},{"candidateName":"Lana Scott","candidateIncumbent":false,"candidateParty":"","voteCount":654}]},"MarinRossCouncil":{"id":"MarinRossCouncil","type":"localRace","location":"Marin","raceName":"Ross Town Council","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1740,"candidates":[{"candidateName":"Charles William \"Bill\" Kircher, Jr.","candidateIncumbent":false,"candidateParty":"","voteCount":536},{"candidateName":"Mathew Salter","candidateIncumbent":false,"candidateParty":"","voteCount":502},{"candidateName":"Shadi Aboukhater","candidateIncumbent":false,"candidateParty":"","voteCount":187},{"candidateName":"Teri Dowling","candidateIncumbent":false,"candidateParty":"","voteCount":515}]},"MarinMeasureA":{"id":"MarinMeasureA","type":"localRace","location":"Marin","raceName":"Measure A","raceDescription":"Tamalpais Union High School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":45345,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":24376},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":20969}]},"MarinMeasureB":{"id":"MarinMeasureB","type":"localRace","location":"Marin","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":132,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":62},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":70}]},"MarinMeasureC":{"id":"MarinMeasureC","type":"localRace","location":"Marin","raceName":"Measure C","raceDescription":"Belvedere. Appropriation limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":870,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":679},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureD":{"id":"MarinMeasureD","type":"localRace","location":"Marin","raceName":"Measure D","raceDescription":"Larkspur. Rent stabilization. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-d","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4955,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":2573},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2382}]},"MarinMeasureE":{"id":"MarinMeasureE","type":"localRace","location":"Marin","raceName":"Measure E","raceDescription":"Ross. Special tax. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-e","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":874,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":683},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureF":{"id":"MarinMeasureF","type":"localRace","location":"Marin","raceName":"Measure F","raceDescription":"San Anselmo. Flood Control and Water Conservation District. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":5193,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3083},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2110}]},"MarinMeasureG":{"id":"MarinMeasureG","type":"localRace","location":"Marin","raceName":"Measure G","raceDescription":"Bel Marin Keys Community Services District. Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":830,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":661},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":169}]},"MarinMeasureH":{"id":"MarinMeasureH","type":"localRace","location":"Marin","raceName":"Measure H","raceDescription":"Marinwood Community Services District. Appropriations limit, fire protection. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1738,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1369},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":369}]},"MarinMeasureI":{"id":"MarinMeasureI","type":"localRace","location":"Marin","raceName":"Measure I","raceDescription":"Marinwood Community Services District. Appropriations limit, parks. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1735,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1336},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":399}]},"NapaD2":{"id":"NapaD2","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":8351,"candidates":[{"candidateName":"Liz Alessio","candidateIncumbent":false,"candidateParty":"","voteCount":6340},{"candidateName":"Doris Gentry","candidateIncumbent":false,"candidateParty":"","voteCount":2011}]},"NapaD4":{"id":"NapaD4","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-4th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":7306,"candidates":[{"candidateName":"Amber Manfree","candidateIncumbent":false,"candidateParty":"","voteCount":3913},{"candidateName":"Pete Mott","candidateIncumbent":false,"candidateParty":"","voteCount":3393}]},"NapaD5":{"id":"NapaD5","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-5th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":5356,"candidates":[{"candidateName":"Mariam Aboudamous","candidateIncumbent":false,"candidateParty":"","voteCount":2379},{"candidateName":"Belia Ramos","candidateIncumbent":true,"candidateParty":"","voteCount":2977}]},"NapaMeasureD":{"id":"NapaMeasureD","type":"localRace","location":"Napa","raceName":"Measure D","raceDescription":"Howell Mountain Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":741,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":367},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":374}]},"NapaMeasureU":{"id":"NapaMeasureU","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Lake Berryessa Resort Improvement District. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":86,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":63},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":23}]},"NapaMeasureU1":{"id":"NapaMeasureU1","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Yountville. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":793},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":132}]},"SFJudge1":{"id":"SFJudge1","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-1","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202960,"candidates":[{"candidateName":"Michael Begert","candidateIncumbent":true,"candidateParty":"","voteCount":124943},{"candidateName":"Chip Zecher","candidateIncumbent":false,"candidateParty":"","voteCount":78017}]},"SFJudge13":{"id":"SFJudge13","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 13","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-13","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202386,"candidates":[{"candidateName":"Jean Myungjin Roland","candidateIncumbent":false,"candidateParty":"","voteCount":90012},{"candidateName":"Patrick S. Thompson","candidateIncumbent":true,"candidateParty":"","voteCount":112374}]},"SFPropA":{"id":"SFPropA","type":"localRace","location":"San Francisco","raceName":"Proposition A","raceDescription":"Housing bond. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-a","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":225187,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":158497},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":66690}]},"SFPropB":{"id":"SFPropB","type":"localRace","location":"San Francisco","raceName":"Proposition B","raceDescription":"Police staffing. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222954,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":61580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":161374}]},"SFPropC":{"id":"SFPropC","type":"localRace","location":"San Francisco","raceName":"Proposition C","raceDescription":"Transfer tax exemption. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":220349,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":116311},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":104038}]},"SFPropD":{"id":"SFPropD","type":"localRace","location":"San Francisco","raceName":"Proposition D","raceDescription":"Ethics laws. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222615,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":198584},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":24031}]},"SFPropE":{"id":"SFPropE","type":"localRace","location":"San Francisco","raceName":"Proposition E","raceDescription":"Police policies. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-e","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222817,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":120529},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":102288}]},"SFPropF":{"id":"SFPropF","type":"localRace","location":"San Francisco","raceName":"Proposition F","raceDescription":"Drug screening. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-f","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":224004,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":130214},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":93790}]},"SFPropG":{"id":"SFPropG","type":"localRace","location":"San Francisco","raceName":"Proposition G","raceDescription":"Eighth-grade algebra. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222704,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182066},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":40638}]},"SMJudge4":{"id":"SMJudge4","type":"localRace","location":"San Mateo","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":108919,"candidates":[{"candidateName":"Sarah Burdick","candidateIncumbent":false,"candidateParty":"","voteCount":108919}]},"SMD1":{"id":"SMD1","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-1st-district","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":29650,"candidates":[{"candidateName":"Jackie Speier","candidateIncumbent":false,"candidateParty":"","voteCount":20353},{"candidateName":"Ann Schneider","candidateIncumbent":false,"candidateParty":"","voteCount":9297}]},"SMD4":{"id":"SMD4","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-4th-district","raceType":"top2","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":22725,"candidates":[{"candidateName":"Antonio Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":5730},{"candidateName":"Lisa Gauthier","candidateIncumbent":false,"candidateParty":"","voteCount":10358},{"candidateName":"Celeste Brevard","candidateIncumbent":false,"candidateParty":"","voteCount":1268},{"candidateName":"Paul Bocanegra","candidateIncumbent":false,"candidateParty":"","voteCount":1909},{"candidateName":"Maggie Cornejo","candidateIncumbent":false,"candidateParty":"","voteCount":3460}]},"SMD5":{"id":"SMD5","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":19937,"candidates":[{"candidateName":"David Canepa","candidateIncumbent":true,"candidateParty":"","voteCount":19937}]},"SMMeasureB":{"id":"SMMeasureB","type":"localRace","location":"San Mateo","raceName":"Measure B","raceDescription":"County Service Area #1 (Highlands). Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1549,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1360},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":189}]},"SMMeasureC":{"id":"SMMeasureC","type":"localRace","location":"San Mateo","raceName":"Measure C","raceDescription":"Jefferson Elementary School District. Parcel tax. Passes with 2/3 vote","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":12234,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8543},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3691}]},"SMMeasureE":{"id":"SMMeasureE","type":"localRace","location":"San Mateo","raceName":"Measure E","raceDescription":"Woodside Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1392,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":910},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":482}]},"SMMeasureG":{"id":"SMMeasureG","type":"localRace","location":"San Mateo","raceName":"Measure G","raceDescription":"Pacifica School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":11548,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7067},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4481}]},"SMMeasureH":{"id":"SMMeasureH","type":"localRace","location":"San Mateo","raceName":"Measure H","raceDescription":"San Carlos School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":9938,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6283},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3655}]},"SCJudge5":{"id":"SCJudge5","type":"localRace","location":"Santa Clara","raceName":"Superior Court Judge, Office 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":301953,"candidates":[{"candidateName":"Jay Boyarsky","candidateIncumbent":false,"candidateParty":"","voteCount":142549},{"candidateName":"Nicole M. Ford","candidateIncumbent":false,"candidateParty":"","voteCount":52147},{"candidateName":"Johnene Linda Stebbins","candidateIncumbent":false,"candidateParty":"","voteCount":107257}]},"SCD2":{"id":"SCD2","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-2nd-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":44059,"candidates":[{"candidateName":"Corina Herrera-Loera","candidateIncumbent":false,"candidateParty":"","voteCount":10519},{"candidateName":"Jennifer Margaret Celaya","candidateIncumbent":false,"candidateParty":"","voteCount":2394},{"candidateName":"Madison Nguyen","candidateIncumbent":false,"candidateParty":"","voteCount":12794},{"candidateName":"Betty Duong","candidateIncumbent":false,"candidateParty":"","voteCount":14031},{"candidateName":"Nelson McElmurry","candidateIncumbent":false,"candidateParty":"","voteCount":4321}]},"SCD3":{"id":"SCD3","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":42549,"candidates":[{"candidateName":"Otto Lee","candidateIncumbent":true,"candidateParty":"","voteCount":42549}]},"SCD5":{"id":"SCD5","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-5th-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":88712,"candidates":[{"candidateName":"Margaret Abe-Koga","candidateIncumbent":false,"candidateParty":"","voteCount":37172},{"candidateName":"Sally J. Lieber","candidateIncumbent":false,"candidateParty":"","voteCount":21962},{"candidateName":"Barry Chang","candidateIncumbent":false,"candidateParty":"","voteCount":6164},{"candidateName":"Peter C. Fung","candidateIncumbent":false,"candidateParty":"","voteCount":17892},{"candidateName":"Sandy Sans","candidateIncumbent":false,"candidateParty":"","voteCount":5522}]},"SCSJMayor":{"id":"SCSJMayor","type":"localRace","location":"Santa Clara","raceName":"San José Mayor","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":167064,"candidates":[{"candidateName":"Matt Mahan","candidateIncumbent":true,"candidateParty":"","voteCount":144701},{"candidateName":"Tyrone Wade","candidateIncumbent":false,"candidateParty":"","voteCount":22363}]},"SCSJD2":{"id":"SCSJD2","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14131,"candidates":[{"candidateName":"Joe Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":4950},{"candidateName":"Pamela Campos","candidateIncumbent":false,"candidateParty":"","voteCount":3436},{"candidateName":"Vanessa Sandoval","candidateIncumbent":false,"candidateParty":"","voteCount":2719},{"candidateName":"Babu Prasad","candidateIncumbent":false,"candidateParty":"","voteCount":3026}]},"SCSJD4":{"id":"SCSJD4","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14322,"candidates":[{"candidateName":"Kansen Chu","candidateIncumbent":false,"candidateParty":"","voteCount":5931},{"candidateName":"David Cohen","candidateIncumbent":true,"candidateParty":"","voteCount":8391}]},"SCSJD6":{"id":"SCSJD6","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":25108,"candidates":[{"candidateName":"David Cohen","candidateIncumbent":false,"candidateParty":"","voteCount":9875},{"candidateName":"Alex Shoor","candidateIncumbent":false,"candidateParty":"","voteCount":3850},{"candidateName":"Angelo \"A.J.\" Pasciuti","candidateIncumbent":false,"candidateParty":"","voteCount":2688},{"candidateName":"Michael Mulcahy","candidateIncumbent":false,"candidateParty":"","voteCount":8695}]},"SCSJD8":{"id":"SCSJD8","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 8","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":21462,"candidates":[{"candidateName":"Tam Truong","candidateIncumbent":false,"candidateParty":"","voteCount":6982},{"candidateName":"Domingo Candelas","candidateIncumbent":true,"candidateParty":"","voteCount":8466},{"candidateName":"Sukhdev Singh Bainiwal","candidateIncumbent":false,"candidateParty":"","voteCount":5513},{"candidateName":"Surinder Kaur Dhaliwal","candidateIncumbent":false,"candidateParty":"","voteCount":501}]},"SCSJD10":{"id":"SCSJD10","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 10","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":22799,"candidates":[{"candidateName":"George Casey","candidateIncumbent":false,"candidateParty":"","voteCount":8805},{"candidateName":"Arjun Batra","candidateIncumbent":true,"candidateParty":"","voteCount":8354},{"candidateName":"Lenka Wright","candidateIncumbent":false,"candidateParty":"","voteCount":5640}]},"SCMeasureA":{"id":"SCMeasureA","type":"localRace","location":"Santa Clara","raceName":"Measure A","raceDescription":"Santa Clara. Appointed city clerk. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20315,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":13735}]},"SCMeasureB":{"id":"SCMeasureB","type":"localRace","location":"Santa Clara","raceName":"Measure B","raceDescription":"Santa Clara. Appointed police chief. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20567,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5680},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":14887}]},"SCMeasureC":{"id":"SCMeasureC","type":"localRace","location":"Santa Clara","raceName":"Measure C","raceDescription":"Sunnyvale School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14656,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10261},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4395}]},"SolanoD15":{"id":"SolanoD15","type":"localRace","location":"Solano","raceName":"Superior Court Judge, Department 15","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":81709,"candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":false,"candidateParty":"","voteCount":36844},{"candidateName":"Bryan J. Kim","candidateIncumbent":false,"candidateParty":"","voteCount":44865}]},"SolanoD1":{"id":"SolanoD1","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/supervisor-1st-district","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":13786,"candidates":[{"candidateName":"Michael Wilson","candidateIncumbent":false,"candidateParty":"","voteCount":6401},{"candidateName":"Cassandra James","candidateIncumbent":false,"candidateParty":"","voteCount":7385}]},"SolanoD2":{"id":"SolanoD2","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":19903,"candidates":[{"candidateName":"Monica Brown","candidateIncumbent":true,"candidateParty":"","voteCount":10951},{"candidateName":"Nora Dizon","candidateIncumbent":false,"candidateParty":"","voteCount":3135},{"candidateName":"Rochelle Sherlock","candidateIncumbent":false,"candidateParty":"","voteCount":5817}]},"SolanoD5":{"id":"SolanoD5","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":17888,"candidates":[{"candidateName":"Mitch Mashburn","candidateIncumbent":true,"candidateParty":"","voteCount":11210},{"candidateName":"Chadwick J. Ledoux","candidateIncumbent":false,"candidateParty":"","voteCount":6678}]},"SolanoEducation":{"id":"SolanoEducation","type":"localRace","location":"Solano","raceName":"Sacramento County Board of Education","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":3650,"candidates":[{"candidateName":"Heather Davis","candidateIncumbent":true,"candidateParty":"","voteCount":2960},{"candidateName":"Shazleen Khan","candidateIncumbent":false,"candidateParty":"","voteCount":690}]},"SolanoMeasureA":{"id":"SolanoMeasureA","type":"localRace","location":"Solano","raceName":"Measure A","raceDescription":"Benicia. Hotel tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-a","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10136,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7869},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2267}]},"SolanoMeasureB":{"id":"SolanoMeasureB","type":"localRace","location":"Solano","raceName":"Measure B","raceDescription":"Benicia. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-b","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10164,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7335},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2829}]},"SolanoMeasureC":{"id":"SolanoMeasureC","type":"localRace","location":"Solano","raceName":"Measure C","raceDescription":"Benicia Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10112,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6316},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3796}]},"SolanoMeasureN":{"id":"SolanoMeasureN","type":"localRace","location":"Solano","raceName":"Measure N","raceDescription":"Davis Joint Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":15,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":10}]},"SonomaJudge3":{"id":"SonomaJudge3","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":115405,"candidates":[{"candidateName":"Kristine M. Burk","candidateIncumbent":false,"candidateParty":"","voteCount":79498},{"candidateName":"Beki Berrey","candidateIncumbent":false,"candidateParty":"","voteCount":35907}]},"SonomaJudge4":{"id":"SonomaJudge4","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":86789,"candidates":[{"candidateName":"Paul J. Lozada","candidateIncumbent":false,"candidateParty":"","voteCount":86789}]},"SonomaJudge6":{"id":"SonomaJudge6","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":117990,"candidates":[{"candidateName":"Omar Figueroa","candidateIncumbent":false,"candidateParty":"","voteCount":42236},{"candidateName":"Kenneth English","candidateIncumbent":false,"candidateParty":"","voteCount":75754}]},"SonomaD1":{"id":"SonomaD1","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":30348,"candidates":[{"candidateName":"Rebecca Hermosillo","candidateIncumbent":false,"candidateParty":"","voteCount":23958},{"candidateName":"Jonathan Mathieu","candidateIncumbent":false,"candidateParty":"","voteCount":6390}]},"SonomaD3":{"id":"SonomaD3","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/supervisor-3rd-district","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":16312,"candidates":[{"candidateName":"Chris Coursey","candidateIncumbent":true,"candidateParty":"","voteCount":11346},{"candidateName":"Omar Medina","candidateIncumbent":false,"candidateParty":"","voteCount":4966}]},"SonomaD5":{"id":"SonomaD5","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":23356,"candidates":[{"candidateName":"Lynda Hopkins","candidateIncumbent":true,"candidateParty":"","voteCount":23356}]},"SonomaMeasureA":{"id":"SonomaMeasureA","type":"localRace","location":"Sonoma","raceName":"Measure A","raceDescription":"Cotati-Rohnert Park Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":13756,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10320},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3436}]},"SonomaMeasureB":{"id":"SonomaMeasureB","type":"localRace","location":"Sonoma","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":24877,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":15795},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":9082}]},"SonomaMeasureC":{"id":"SonomaMeasureC","type":"localRace","location":"Sonoma","raceName":"Measure C","raceDescription":"Fort Ross School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":286,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":159},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":127}]},"SonomaMeasureD":{"id":"SonomaMeasureD","type":"localRace","location":"Sonoma","raceName":"Measure D","raceDescription":"Harmony Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":1925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1089},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":836}]},"SonomaMeasureE":{"id":"SonomaMeasureE","type":"localRace","location":"Sonoma","raceName":"Measure E","raceDescription":"Petaluma City (Elementary) School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":11133,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7622},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3511}]},"SonomaMeasureG":{"id":"SonomaMeasureG","type":"localRace","location":"Sonoma","raceName":"Measure G","raceDescription":"Rincon Valley Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":14577,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8668},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5909}]},"SonomaMeasureH":{"id":"SonomaMeasureH","type":"localRace","location":"Sonoma","raceName":"Measure H","raceDescription":"Sonoma County. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/measure-h","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":145261,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":89646},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":55615}]}},"radioSchedulesReducer":{},"listsReducer":{"posts/mindshift?category=education-research":{"isFetching":false,"latestQuery":{"from":0,"postsToRender":9},"tag":null,"vitalsOnly":true,"totalRequested":9,"isLoading":false,"isLoadingMore":true,"total":75,"items":["mindshift_63519","mindshift_63615","mindshift_63547","mindshift_63526","mindshift_63483","mindshift_63375","mindshift_63341","mindshift_63315","mindshift_63278"]}},"recallGuideReducer":{"intros":{},"policy":{},"candidates":{}},"savedPostsReducer":{},"pfsSessionReducer":{},"siteSettingsReducer":{},"subscriptionsReducer":{},"termsReducer":{"about":{"name":"About","type":"terms","id":"about","slug":"about","link":"/about","taxonomy":"site"},"arts":{"name":"Arts & Culture","grouping":["arts","pop","trulyca"],"description":"KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.","type":"terms","id":"arts","slug":"arts","link":"/arts","taxonomy":"site"},"artschool":{"name":"Art School","parent":"arts","type":"terms","id":"artschool","slug":"artschool","link":"/artschool","taxonomy":"site"},"bayareabites":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"bayareabites","slug":"bayareabites","link":"/food","taxonomy":"site"},"bayareahiphop":{"name":"Bay Area Hiphop","type":"terms","id":"bayareahiphop","slug":"bayareahiphop","link":"/bayareahiphop","taxonomy":"site"},"campaign21":{"name":"Campaign 21","type":"terms","id":"campaign21","slug":"campaign21","link":"/campaign21","taxonomy":"site"},"checkplease":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"checkplease","slug":"checkplease","link":"/food","taxonomy":"site"},"education":{"name":"Education","grouping":["education"],"type":"terms","id":"education","slug":"education","link":"/education","taxonomy":"site"},"elections":{"name":"Elections","type":"terms","id":"elections","slug":"elections","link":"/elections","taxonomy":"site"},"events":{"name":"Events","type":"terms","id":"events","slug":"events","link":"/events","taxonomy":"site"},"event":{"name":"Event","alias":"events","type":"terms","id":"event","slug":"event","link":"/event","taxonomy":"site"},"filmschoolshorts":{"name":"Film School Shorts","type":"terms","id":"filmschoolshorts","slug":"filmschoolshorts","link":"/filmschoolshorts","taxonomy":"site"},"food":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"type":"terms","id":"food","slug":"food","link":"/food","taxonomy":"site"},"forum":{"name":"Forum","relatedContentQuery":"posts/forum?","parent":"news","type":"terms","id":"forum","slug":"forum","link":"/forum","taxonomy":"site"},"futureofyou":{"name":"Future of You","grouping":["science","futureofyou"],"parent":"science","type":"terms","id":"futureofyou","slug":"futureofyou","link":"/futureofyou","taxonomy":"site"},"jpepinheart":{"name":"KQED food","relatedContentQuery":"trending/food,bayareabites,checkplease","parent":"food","type":"terms","id":"jpepinheart","slug":"jpepinheart","link":"/food","taxonomy":"site"},"liveblog":{"name":"Live Blog","type":"terms","id":"liveblog","slug":"liveblog","link":"/liveblog","taxonomy":"site"},"livetv":{"name":"Live TV","parent":"tv","type":"terms","id":"livetv","slug":"livetv","link":"/livetv","taxonomy":"site"},"lowdown":{"name":"The Lowdown","relatedContentQuery":"posts/lowdown?","parent":"news","type":"terms","id":"lowdown","slug":"lowdown","link":"/lowdown","taxonomy":"site"},"mindshift":{"name":"Mindshift","parent":"news","description":"MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.","type":"terms","id":"mindshift","slug":"mindshift","link":"/mindshift","taxonomy":"site"},"news":{"name":"News","grouping":["news","forum"],"type":"terms","id":"news","slug":"news","link":"/news","taxonomy":"site"},"perspectives":{"name":"Perspectives","parent":"radio","type":"terms","id":"perspectives","slug":"perspectives","link":"/perspectives","taxonomy":"site"},"podcasts":{"name":"Podcasts","type":"terms","id":"podcasts","slug":"podcasts","link":"/podcasts","taxonomy":"site"},"pop":{"name":"Pop","parent":"arts","type":"terms","id":"pop","slug":"pop","link":"/pop","taxonomy":"site"},"pressroom":{"name":"Pressroom","type":"terms","id":"pressroom","slug":"pressroom","link":"/pressroom","taxonomy":"site"},"quest":{"name":"Quest","parent":"science","type":"terms","id":"quest","slug":"quest","link":"/quest","taxonomy":"site"},"radio":{"name":"Radio","grouping":["forum","perspectives"],"description":"Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.","type":"terms","id":"radio","slug":"radio","link":"/radio","taxonomy":"site"},"root":{"name":"KQED","image":"https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png","imageWidth":1200,"imageHeight":630,"headData":{"title":"KQED | News, Radio, Podcasts, TV | Public Media for Northern California","description":"KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."},"type":"terms","id":"root","slug":"root","link":"/root","taxonomy":"site"},"science":{"name":"Science","grouping":["science","futureofyou"],"description":"KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.","type":"terms","id":"science","slug":"science","link":"/science","taxonomy":"site"},"stateofhealth":{"name":"State of Health","parent":"science","type":"terms","id":"stateofhealth","slug":"stateofhealth","link":"/stateofhealth","taxonomy":"site"},"support":{"name":"Support","type":"terms","id":"support","slug":"support","link":"/support","taxonomy":"site"},"thedolist":{"name":"The Do List","parent":"arts","type":"terms","id":"thedolist","slug":"thedolist","link":"/thedolist","taxonomy":"site"},"trulyca":{"name":"Truly CA","grouping":["arts","pop","trulyca"],"parent":"arts","type":"terms","id":"trulyca","slug":"trulyca","link":"/trulyca","taxonomy":"site"},"tv":{"name":"TV","type":"terms","id":"tv","slug":"tv","link":"/tv","taxonomy":"site"},"voterguide":{"name":"Voter Guide","parent":"elections","alias":"elections","type":"terms","id":"voterguide","slug":"voterguide","link":"/voterguide","taxonomy":"site"},"mindshift_21504":{"type":"terms","id":"mindshift_21504","meta":{"index":"terms_1591234321","site":"mindshift","id":"21504","found":true},"relationships":{},"included":{},"name":"Education research","slug":"education-research","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Education research Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null,"imageData":{"ogImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","width":1200,"height":630},"twImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"},"twitterCard":"summary_large_image"}},"ttid":20776,"isLoading":false,"link":"/mindshift/category/education-research"},"mindshift_21445":{"type":"terms","id":"mindshift_21445","meta":{"index":"terms_1591234321","site":"mindshift","id":"21445","found":true},"relationships":{},"included":{},"name":"Adolescence","slug":"adolescence","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Adolescence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20717,"isLoading":false,"link":"/mindshift/category/adolescence"},"mindshift_195":{"type":"terms","id":"mindshift_195","meta":{"index":"terms_1591234321","site":"mindshift","id":"195","found":true},"relationships":{},"included":{},"name":"Digital Tools","slug":"digital-tools","taxonomy":"category","description":"How devices, software, and the Internet are changing the classroom dynamic.","featImg":null,"headData":{"title":"Digital Tools Archives | KQED Mindshift","description":"How devices, software, and the Internet are changing the classroom dynamic.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":195,"isLoading":false,"link":"/mindshift/category/digital-tools"},"mindshift_193":{"type":"terms","id":"mindshift_193","meta":{"index":"terms_1591234321","site":"mindshift","id":"193","found":true},"relationships":{},"included":{},"name":"Teaching Strategies","slug":"teaching-strategies","taxonomy":"category","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","featImg":null,"headData":{"title":"Teaching Strategies Archives | KQED Mindshift","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":193,"isLoading":false,"link":"/mindshift/category/teaching-strategies"},"mindshift_20874":{"type":"terms","id":"mindshift_20874","meta":{"index":"terms_1591234321","site":"mindshift","id":"20874","found":true},"relationships":{},"included":{},"name":"Teenage Years","slug":"teenage-years","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Teenage Years Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20152,"isLoading":false,"link":"/mindshift/category/teenage-years"},"mindshift_21207":{"type":"terms","id":"mindshift_21207","meta":{"index":"terms_1591234321","site":"mindshift","id":"21207","found":true},"relationships":{},"included":{},"name":"attention","slug":"attention","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"attention Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20479,"isLoading":false,"link":"/mindshift/tag/attention"},"mindshift_866":{"type":"terms","id":"mindshift_866","meta":{"index":"terms_1591234321","site":"mindshift","id":"866","found":true},"relationships":{},"included":{},"name":"cell phones","slug":"cell-phones","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"cell phones Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":869,"isLoading":false,"link":"/mindshift/tag/cell-phones"},"mindshift_20693":{"type":"terms","id":"mindshift_20693","meta":{"index":"terms_1591234321","site":"mindshift","id":"20693","found":true},"relationships":{},"included":{},"name":"distraction","slug":"distraction","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"distraction Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19970,"isLoading":false,"link":"/mindshift/tag/distraction"},"mindshift_20955":{"type":"terms","id":"mindshift_20955","meta":{"index":"terms_1591234321","site":"mindshift","id":"20955","found":true},"relationships":{},"included":{},"name":"executive function","slug":"executive-function","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"executive function Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20227,"isLoading":false,"link":"/mindshift/tag/executive-function"},"mindshift_20824":{"type":"terms","id":"mindshift_20824","meta":{"index":"terms_1591234321","site":"mindshift","id":"20824","found":true},"relationships":{},"included":{},"name":"focus","slug":"focus","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"focus Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20101,"isLoading":false,"link":"/mindshift/tag/focus"},"mindshift_20816":{"type":"terms","id":"mindshift_20816","meta":{"index":"terms_1591234321","site":"mindshift","id":"20816","found":true},"relationships":{},"included":{},"name":"screen time","slug":"screen-time","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"screen time Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20093,"isLoading":false,"link":"/mindshift/tag/screen-time"},"mindshift_30":{"type":"terms","id":"mindshift_30","meta":{"index":"terms_1591234321","site":"mindshift","id":"30","found":true},"relationships":{},"included":{},"name":"Social Media","slug":"social-media","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Social Media Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":30,"isLoading":false,"link":"/mindshift/tag/social-media"},"mindshift_21892":{"type":"terms","id":"mindshift_21892","meta":{"index":"terms_1591234321","site":"mindshift","id":"21892","found":true},"relationships":{},"included":{},"name":"Education","slug":"education","taxonomy":"interest","description":null,"featImg":null,"headData":{"title":"Education Archives - MindShift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21164,"isLoading":false,"link":"/mindshift/interest/education"},"mindshift_21341":{"type":"terms","id":"mindshift_21341","meta":{"index":"terms_1591234321","site":"mindshift","id":"21341","found":true},"relationships":{},"included":{},"name":"humanizing math","slug":"humanizing-math","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"humanizing math Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20613,"isLoading":false,"link":"/mindshift/tag/humanizing-math"},"mindshift_20943":{"type":"terms","id":"mindshift_20943","meta":{"index":"terms_1591234321","site":"mindshift","id":"20943","found":true},"relationships":{},"included":{},"name":"Jo Boaler","slug":"jo-boaler","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Jo Boaler Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20215,"isLoading":false,"link":"/mindshift/tag/jo-boaler"},"mindshift_392":{"type":"terms","id":"mindshift_392","meta":{"index":"terms_1591234321","site":"mindshift","id":"392","found":true},"relationships":{},"included":{},"name":"math","slug":"math","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"math Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":393,"isLoading":false,"link":"/mindshift/tag/math"},"mindshift_20893":{"type":"terms","id":"mindshift_20893","meta":{"index":"terms_1591234321","site":"mindshift","id":"20893","found":true},"relationships":{},"included":{},"name":"math anxiety","slug":"math-anxiety","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"math anxiety Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20171,"isLoading":false,"link":"/mindshift/tag/math-anxiety"},"mindshift_20841":{"type":"terms","id":"mindshift_20841","meta":{"index":"terms_1591234321","site":"mindshift","id":"20841","found":true},"relationships":{},"included":{},"name":"tracking","slug":"tracking","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"tracking Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20119,"isLoading":false,"link":"/mindshift/tag/tracking"},"mindshift_194":{"type":"terms","id":"mindshift_194","meta":{"index":"terms_1591234321","site":"mindshift","id":"194","found":true},"relationships":{},"included":{},"name":"Culture","slug":"culture","taxonomy":"category","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","featImg":null,"headData":{"title":"Culture Archives | KQED Mindshift","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":194,"isLoading":false,"link":"/mindshift/category/culture"},"mindshift_1023":{"type":"terms","id":"mindshift_1023","meta":{"index":"terms_1591234321","site":"mindshift","id":"1023","found":true},"relationships":{},"included":{},"name":"artificial intelligence","slug":"artificial-intelligence","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"artificial intelligence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":1028,"isLoading":false,"link":"/mindshift/tag/artificial-intelligence"},"mindshift_205":{"type":"terms","id":"mindshift_205","meta":{"index":"terms_1591234321","site":"mindshift","id":"205","found":true},"relationships":{},"included":{},"name":"PISA","slug":"pisa","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"PISA Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":205,"isLoading":false,"link":"/mindshift/tag/pisa"},"mindshift_21094":{"type":"terms","id":"mindshift_21094","meta":{"index":"terms_1591234321","site":"mindshift","id":"21094","found":true},"relationships":{},"included":{},"name":"testing","slug":"testing","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"testing Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20366,"isLoading":false,"link":"/mindshift/tag/testing"},"mindshift_20934":{"type":"terms","id":"mindshift_20934","meta":{"index":"terms_1591234321","site":"mindshift","id":"20934","found":true},"relationships":{},"included":{},"name":"special education","slug":"special-education","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"special education Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20206,"isLoading":false,"link":"/mindshift/tag/special-education"},"mindshift_21567":{"type":"terms","id":"mindshift_21567","meta":{"index":"terms_1591234321","site":"mindshift","id":"21567","found":true},"relationships":{},"included":{},"name":"teacher attrition","slug":"teacher-attrition","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"teacher attrition Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20839,"isLoading":false,"link":"/mindshift/tag/teacher-attrition"},"mindshift_21398":{"type":"terms","id":"mindshift_21398","meta":{"index":"terms_1591234321","site":"mindshift","id":"21398","found":true},"relationships":{},"included":{},"name":"teacher burnout","slug":"teacher-burnout","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"teacher burnout Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20670,"isLoading":false,"link":"/mindshift/tag/teacher-burnout"},"mindshift_21576":{"type":"terms","id":"mindshift_21576","meta":{"index":"terms_1591234321","site":"mindshift","id":"21576","found":true},"relationships":{},"included":{},"name":"teacher recruitment","slug":"teacher-recruitment","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"teacher recruitment Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20848,"isLoading":false,"link":"/mindshift/tag/teacher-recruitment"},"mindshift_21461":{"type":"terms","id":"mindshift_21461","meta":{"index":"terms_1591234321","site":"mindshift","id":"21461","found":true},"relationships":{},"included":{},"name":"teacher retention","slug":"teacher-retention","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"teacher retention Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20733,"isLoading":false,"link":"/mindshift/tag/teacher-retention"},"mindshift_21263":{"type":"terms","id":"mindshift_21263","meta":{"index":"terms_1591234321","site":"mindshift","id":"21263","found":true},"relationships":{},"included":{},"name":"teacher shortage","slug":"teacher-shortage","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"teacher shortage Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20535,"isLoading":false,"link":"/mindshift/tag/teacher-shortage"},"mindshift_21345":{"type":"terms","id":"mindshift_21345","meta":{"index":"terms_1591234321","site":"mindshift","id":"21345","found":true},"relationships":{},"included":{},"name":"COVID-19","slug":"covid-19","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"COVID-19 Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20617,"isLoading":false,"link":"/mindshift/category/covid-19"},"mindshift_21343":{"type":"terms","id":"mindshift_21343","meta":{"index":"terms_1591234321","site":"mindshift","id":"21343","found":true},"relationships":{},"included":{},"name":"COVID-19","slug":"covid-19","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"COVID-19 Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20615,"isLoading":false,"link":"/mindshift/tag/covid-19"},"mindshift_93":{"type":"terms","id":"mindshift_93","meta":{"index":"terms_1591234321","site":"mindshift","id":"93","found":true},"relationships":{},"included":{},"name":"NAEP","slug":"naep","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"NAEP Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":93,"isLoading":false,"link":"/mindshift/tag/naep"},"mindshift_21579":{"type":"terms","id":"mindshift_21579","meta":{"index":"terms_1591234321","site":"mindshift","id":"21579","found":true},"relationships":{},"included":{},"name":"Schoolwide Solutions","slug":"schoolwide-solutions","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Schoolwide Solutions Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20851,"isLoading":false,"link":"/mindshift/category/schoolwide-solutions"},"mindshift_444":{"type":"terms","id":"mindshift_444","meta":{"index":"terms_1591234321","site":"mindshift","id":"444","found":true},"relationships":{},"included":{},"name":"literacy","slug":"literacy","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"literacy Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":446,"isLoading":false,"link":"/mindshift/tag/literacy"},"mindshift_550":{"type":"terms","id":"mindshift_550","meta":{"index":"terms_1591234321","site":"mindshift","id":"550","found":true},"relationships":{},"included":{},"name":"Reading","slug":"reading","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Reading Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":553,"isLoading":false,"link":"/mindshift/tag/reading"},"mindshift_21292":{"type":"terms","id":"mindshift_21292","meta":{"index":"terms_1591234321","site":"mindshift","id":"21292","found":true},"relationships":{},"included":{},"name":"content knowledge","slug":"content-knowledge","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"content knowledge Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20564,"isLoading":false,"link":"/mindshift/tag/content-knowledge"},"mindshift_20713":{"type":"terms","id":"mindshift_20713","meta":{"index":"terms_1591234321","site":"mindshift","id":"20713","found":true},"relationships":{},"included":{},"name":"science of learning","slug":"science-of-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"science of learning Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19990,"isLoading":false,"link":"/mindshift/tag/science-of-learning"},"mindshift_21616":{"type":"terms","id":"mindshift_21616","meta":{"index":"terms_1591234321","site":"mindshift","id":"21616","found":true},"relationships":{},"included":{},"name":"science of reading","slug":"science-of-reading","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"science of reading Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20888,"isLoading":false,"link":"/mindshift/tag/science-of-reading"},"mindshift_20615":{"type":"terms","id":"mindshift_20615","meta":{"index":"terms_1591234321","site":"mindshift","id":"20615","found":true},"relationships":{},"included":{},"name":"social studies","slug":"social-studies","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"social studies Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19892,"isLoading":false,"link":"/mindshift/tag/social-studies"},"mindshift_47":{"type":"terms","id":"mindshift_47","meta":{"index":"terms_1591234321","site":"mindshift","id":"47","found":true},"relationships":{},"included":{},"name":"STEM","slug":"stem","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"STEM Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":47,"isLoading":false,"link":"/mindshift/tag/stem"},"mindshift_21775":{"type":"terms","id":"mindshift_21775","meta":{"index":"terms_1591234321","site":"mindshift","id":"21775","found":true},"relationships":{},"included":{},"name":"mistakes","slug":"mistakes","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"mistakes Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21047,"isLoading":false,"link":"/mindshift/tag/mistakes"}},"userAgentReducer":{"userAgent":"Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/category/education-research","previousPathname":"/"}}