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Some Districts Buck the Trend","publishDate":1713348023,"format":"standard","headTitle":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\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/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\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/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","status":"publish","parent":0,"modified":1713296397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1644},"headData":{"title":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","description":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63588","twTitle":"","twDescription":"","twImgId":"mindshift_63588","socialDescription":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend","datePublished":"2024-04-17T10:00:23.000Z","dateModified":"2024-04-16T19:39:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Steven Yoder, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\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\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\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/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\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/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger 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/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","authors":["byline_mindshift_63585"],"categories":["mindshift_21579"],"tags":["mindshift_392","mindshift_20841"],"featImg":"mindshift_63590","label":"mindshift"},"mindshift_63470":{"type":"posts","id":"mindshift_63470","meta":{"index":"posts_1591205157","site":"mindshift","id":"63470","score":null,"sort":[1712224848000]},"guestAuthors":[],"slug":"indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how","title":"Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How","publishDate":1712224848,"format":"standard","headTitle":"Indiana Lawmakers Ban Cellphones in Class. Now It’s Up to Schools to Figure Out How | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many schools — but not all — in the state and around the U.S. already ban phones in class. A new law in Indiana requires them to.","status":"publish","parent":0,"modified":1712241281,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":793},"headData":{"title":"Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How | KQED","description":"Many schools — but not all — in the state and around the U.S. already ban phones in class. A new law in Indiana requires them to.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63471","twTitle":"","twDescription":"","twImgId":"mindshift_63471","socialDescription":"Many schools — but not all — in the state and around the U.S. already ban phones in class. A new law in Indiana requires them to.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How","datePublished":"2024-04-04T10:00:48.000Z","dateModified":"2024-04-04T14:34:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"monkeybusinessimages","nprByline":"Kirsten Adair","nprImageAgency":"Getty Images","nprStoryId":"1240667966","nprApiLink":"http://api.npr.org/query?id=1240667966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/04/03/1240667966/indiana-bans-cell-phones-schools-social-media-distraction?ft=nprml&f=1240667966","nprRetrievedStory":"1","nprPubDate":"Wed, 03 Apr 2024 16:03:00 -0400","nprStoryDate":"Wed, 03 Apr 2024 14:43:46 -0400","nprLastModifiedDate":"Wed, 03 Apr 2024 16:03:34 -0400","nprAudio":"https://play.podtrac.com/npr-1142303281/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240324_atc_indiana_bans_phones_in_class.mp3?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","nprAudioM3u":"http://api.npr.org/m3u/11242565439-f5ce55.m3u?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how","audioUrl":"https://play.podtrac.com/npr-1142303281/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240324_atc_indiana_bans_phones_in_class.mp3?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how","authors":["byline_mindshift_63470"],"categories":["mindshift_21445","mindshift_195","mindshift_21579"],"tags":["mindshift_685","mindshift_866","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63471","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_63353":{"type":"posts","id":"mindshift_63353","meta":{"index":"posts_1591205157","site":"mindshift","id":"63353","score":null,"sort":[1710251974000]},"guestAuthors":[],"slug":"hackers-are-targeting-a-surprising-group-of-people-young-public-school-students","title":"Hackers are targeting a surprising group of people: young public school students","publishDate":1710251974,"format":"standard","headTitle":"Hackers are targeting a surprising group of people: young public school students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Celeste Gravatt first heard about a data breach in her kids’ school system in February 2023, it sounded innocuous.\u003c/p>\n\u003cp>“I didn’t really think anything of it at first,” Gravatt says.\u003c/p>\n\u003cp>Officials at Minneapolis Public Schools called it a “system incident,” then “technical difficulties,” and finally, “an encryption event.”\u003c/p>\n\u003cp>Gravatt has two children who have already graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hackers+are+targeting+a+surprising+group+of+people%3A+young+public+school+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood. And it's not just their credit that's at risk. ","status":"publish","parent":0,"modified":1710945049,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1364},"headData":{"title":"Hackers are targeting a surprising group of people: young public school students | KQED","description":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63360","twTitle":"","twDescription":"","twImgId":"mindshift_63360","socialDescription":"Districts store all kinds of sensitive student data, which means the consequences of a school cyberattack can follow pupils well into adulthood.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hackers are targeting a surprising group of people: young public school students","datePublished":"2024-03-12T13:59:34.000Z","dateModified":"2024-03-20T14:30:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Kavitha Cardoza","nprImageAgency":"Hannah Bottino for NPR","nprStoryId":"1237497833","nprApiLink":"http://api.npr.org/query?id=1237497833&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/12/1237497833/students-schools-cybersecurity-hackers-credit?ft=nprml&f=1237497833","nprRetrievedStory":"1","nprPubDate":"Wed, 13 Mar 2024 10:58:00 -0400","nprStoryDate":"Tue, 12 Mar 2024 05:01:11 -0400","nprLastModifiedDate":"Wed, 13 Mar 2024 10:58:21 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240312_atc_hackers_are_targeting_a_surprising_group_of_people_young_public_school_students.mp3?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","nprAudioM3u":"http://api.npr.org/m3u/11238130263-82874e.m3u?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63353/hackers-are-targeting-a-surprising-group-of-people-young-public-school-students","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240312_atc_hackers_are_targeting_a_surprising_group_of_people_young_public_school_students.mp3?orgId=1&topicId=1013&d=434&p=2&story=1237497833&ft=nprml&f=1237497833","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Celeste Gravatt first heard about a data breach in her kids’ school system in February 2023, it sounded innocuous.\u003c/p>\n\u003cp>“I didn’t really think anything of it at first,” Gravatt says.\u003c/p>\n\u003cp>Officials at Minneapolis Public Schools called it a “system incident,” then “technical difficulties,” and finally, “an encryption event.”\u003c/p>\n\u003cp>Gravatt has two children who have already graduated from Minneapolis schools, and one who is currently in middle school. She says it was only when she checked social media that she realized the true extent of the attack, and what it could mean for her kids.\u003c/p>\n\u003cp>Minneapolis Public Schools had been hit by what experts describe as one of the most devastating cyberattacks ever. Hackers stole district data, including files where children were identifiable, and then demanded the district pay a ransom for it. When district officials refused, the hackers released the data online. It included Social Security numbers, school security details and information about sexual assaults and psychiatric holds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Minneapolis Public Schools did not make any officials available for an interview. In a written statement, the district said it sent written notice of the attack to more than 105,000 people who may have been impacted by it.\u003c/p>\n\u003cp>“This breach was actually really huge,” Gravatt says. “And it wasn’t just school records. It was health records, it was all sorts of things that should be privileged information that are now just out there floating around for anybody to buy.”\u003c/p>\n\u003cp>It’s an example of a growing nationwide trend in which hackers are targeting a surprising group of people: young public school students.\u003c/p>\n\u003cp>As school districts depend more on technology, cyberattacks against those systems, and the sensitive data they store, are on the rise. While it’s hard to know exactly how many K-12 school systems have been targeted by hackers, an analysis by the cyber security firm Emsisoft found 45 districts reported they were attacked \u003ca href=\"https://www.emsisoft.com/en/blog/43258/the-state-of-ransomware-in-the-us-report-and-statistics-2022/\">in 2022\u003c/a>. \u003ca href=\"https://www.emsisoft.com/en/blog/44987/the-state-of-ransomware-in-the-u-s-report-and-statistics-2023/\">In 2023\u003c/a>, that number more than doubled, to 108.\u003c/p>\n\u003cp>The consequences of these data breaches can follow students well into adulthood.\u003c/p>\n\u003cp>School system data – which can include discipline information, special education records, medical histories and more – can be held hostage, with hackers threatening to release sensitive information if districts don’t pay a ransom, as they did in Minneapolis. The data can also be used to steal a child’s identity.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/cyber1-1.jpeg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“As it turns out, the identity information of children is actually more valuable to them than that of adults,” says Doug Levin, director of the K12 Security Information eXchange, a nonprofit that helps protect school districts from cybersecurity risks.\u003c/p>\n\u003cp>He says stealing a child’s identity may seem counterintuitive because they don’t have resources of their own, but it can cause “a lot of havoc.” Parents don’t necessarily monitor their children’s credit and bad actors can easily open up bank accounts, rack up debt and apply for loans in a child’s name.\u003c/p>\n\u003cp>“And as a result, cyber criminals can abuse the credit records of minors for many, many years before the victims learn about it,” Levin says.\u003c/p>\n\u003ch3>Schools store a lot of data\u003c/h3>\n\u003cp>There’s a misconception that the only sensitive data schools have are “Johnny and Susie’s algebra grades,” Levin says.\u003c/p>\n\u003cp>It’s actually so much more. Districts have data on everything from a child’s allergies and suspensions to household income and court orders.\u003c/p>\n\u003cp>“School systems’ educators can be a little bit like pack rats,” Levin explains. “And so there’s a lot, a lot of information that is collected over time, and it’s often not deleted when it’s no longer necessary.”\u003c/p>\n\u003cp>Gravatt calls the Minneapolis attack “an extreme breach of privacy,” and says she felt violated, both for her children and also for herself. As a former Minneapolis Public Schools student, she also had data in the system.\u003c/p>\n\u003cp>Advocates also point out that Black and brown students are especially vulnerable when a school system gets hacked. For example, according to \u003ca href=\"https://mn.gov/mdhr/assets/Suspensions%20and%20Expulsions%20Report_tcm1061-529594.pdf\">a report\u003c/a> by the Minnesota Department of Human Rights, Black students in the state are eight times more likely than a white student to be suspended or expelled.\u003c/p>\n\u003cp>“So that also means that more of their information is being input into the system,” says Marika Pfefferkorn. She co-founded the Twin Cities Innovation Alliance to educate and empower parents about how data collected about their children could be misused.\u003c/p>\n\u003cp>Pfefferkorn says the more information collected on a student – whether it’s about housing, custody or free lunch – the more vulnerable they are after a data breach.\u003c/p>\n\u003ch3>The long-term consequences can be devastating for students\u003c/h3>\n\u003cp>Stolen student records can also come back to haunt children into adulthood.\u003c/p>\n\u003cp>Say a student has a history of drug use that’s been successfully overcome; or they have disciplinary records that should have been expunged, but are now publicly available. That information could resurface in college applications, job interviews or in court hearings.\u003c/p>\n\u003cp>“Even having information on suspensions might mean that a young person might receive a harsher sentence,” Pfefferkorn says.\u003c/p>\n\u003cp>After the Minneapolis breach, Pfefferkorn says some students whose sexual assault records were made public were doxed and bullied by their peers.\u003c/p>\n\u003cp>Levin, the cyber security expert, says some information can be devastating if it’s made public.\u003c/p>\n\u003cp>“Given how polarized the public is today about issues like gender identity, about maybe even pregnancy or immigration status, if some of that information became public for specific individuals at specific points in time, it could be absolutely life threatening.”\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Recovering from an attack can be overwhelming for families\u003c/h3>\n\u003cp>Minneapolis Public Schools says it provided impacted individuals with free credit monitoring services for one year, as well as guidance on how to protect against identity theft and fraud.\u003c/p>\n\u003cp>That guidance included a long list of steps families should take, such as placing “a fraud alert and security freeze on one’s credit file,” contacting national consumer reporting agencies and, if they suspect attempted identity theft, reaching out to the Federal Trade Commission, their state attorney general and local law enforcement.\u003c/p>\n\u003cp>“It felt really, really overwhelming,” says Minneapolis parent Rachael Flanery. She thinks it’s unrealistic to believe parents have the time or capacity to do everything the school district suggested.\u003c/p>\n\u003cp>So in the end Flanery, who has two young children in the school system, says she did nothing.\u003c/p>\n\u003cp>“I tried to just kind of be an ostrich about it, right? I put my head back in the sand, and I kind of was in the mindset of, well, if there’s a knock on my door and [someone] tells me my 7-year-old just bought a boat, I’ll show him where he is! And hopefully it won’t be hard to get the charges reversed.”\u003c/p>\n\u003cp>Her family has since moved to a different school district, but Flanery says the whole experience was scary. As a parent, she’s always been concerned about her children’s physical safety. Now, \u003cem>cyber\u003c/em>safety is another thing she’s worried about.\u003c/p>\n\u003cp>Parent Celeste Gravatt is also concerned. She locked her kids’ credit so that no one could open accounts in their names. She’s especially worried that one of her kid’s health information will be made public. She still feels anxious when she thinks about it.\u003c/p>\n\u003cp>“I’m not what I would call a tech savvy person. So I do wonder, like, if somebody were to obtain information that they shouldn’t have, would I even know till it was too late? I don’t know.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hackers+are+targeting+a+surprising+group+of+people%3A+young+public+school+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63353/hackers-are-targeting-a-surprising-group-of-people-young-public-school-students","authors":["byline_mindshift_63353"],"categories":["mindshift_21579"],"tags":["mindshift_21632","mindshift_20898"],"featImg":"mindshift_63360","label":"mindshift"},"mindshift_63307":{"type":"posts","id":"mindshift_63307","meta":{"index":"posts_1591205157","site":"mindshift","id":"63307","score":null,"sort":[1710207052000]},"guestAuthors":[],"slug":"how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","publishDate":1710207052,"format":"standard","headTitle":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Low expectations can mean students with disabilities and their families are unprepared for post-secondary education opportunities. Partnerships with school counselors and teachers can help.","status":"publish","parent":0,"modified":1713534647,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":967},"headData":{"title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","description":"Teachers and counselors can work with families to ensure that parents know all the options for their child's post-secondary education and careers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers and counselors can work with families to ensure that parents know all the options for their child's post-secondary education and careers.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","datePublished":"2024-03-12T01:30:52.000Z","dateModified":"2024-04-19T13:50:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63307/how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \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\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63307/how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","authors":["11759"],"categories":["mindshift_21579"],"tags":["mindshift_21901","mindshift_21261","mindshift_21189","mindshift_21718","mindshift_21348","mindshift_20922","mindshift_20934"],"featImg":"mindshift_63313","label":"mindshift"},"mindshift_63368":{"type":"posts","id":"mindshift_63368","meta":{"index":"posts_1591205157","site":"mindshift","id":"63368","score":null,"sort":[1709831121000]},"guestAuthors":[],"slug":"battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","title":"Battling student absenteeism with grandmas, vans and a lot of love","publishDate":1709831121,"format":"standard","headTitle":"Battling student absenteeism with grandmas, vans and a lot of love | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","status":"publish","parent":0,"modified":1710945214,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1164},"headData":{"title":"Battling student absenteeism with grandmas, vans and a lot of love | KQED","description":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63369","twTitle":"","twDescription":"","twImgId":"mindshift_63369","socialDescription":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Battling student absenteeism with grandmas, vans and a lot of love","datePublished":"2024-03-07T17:05:21.000Z","dateModified":"2024-03-20T14:33:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Jillian Forstadt","nprByline":"Jillian Forstadt","nprImageAgency":"WESA","nprStoryId":"1233965709","nprApiLink":"http://api.npr.org/query?id=1233965709&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/07/1233965709/chronic-student-absenteeism-nana-grandmas-calls?ft=nprml&f=1233965709","nprRetrievedStory":"1","nprPubDate":"Thu, 07 Mar 2024 05:00:00 -0500","nprStoryDate":"Thu, 07 Mar 2024 05:00:19 -0500","nprLastModifiedDate":"Thu, 07 Mar 2024 05:00:20 -0500","nprAudio":"https://play.podtrac.com/npr-434975886/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240305_me_a_pittsburgh_program_is_tackling_chronic_absenteeism_using_community_volunteers.mp3?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","nprAudioM3u":"http://api.npr.org/m3u/11236335573-de53be.m3u?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63368/battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","audioUrl":"https://play.podtrac.com/npr-434975886/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240305_me_a_pittsburgh_program_is_tackling_chronic_absenteeism_using_community_volunteers.mp3?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\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>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63368/battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","authors":["byline_mindshift_63368"],"categories":["mindshift_21579"],"tags":["mindshift_21146"],"featImg":"mindshift_63369","label":"mindshift"},"mindshift_63295":{"type":"posts","id":"mindshift_63295","meta":{"index":"posts_1591205157","site":"mindshift","id":"63295","score":null,"sort":[1709809235000]},"guestAuthors":[],"slug":"free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","title":"Free child care exists in America — if you cross paths with the right philanthropist","publishDate":1709809235,"format":"standard","headTitle":"Free child care exists in America — if you cross paths with the right philanthropist | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In a country with exorbitantly priced child care, philanthropic efforts such as the Catherine Hershey Schools for Early Learning offer an opportunity to see the effect that free or heavily subsidized high-quality child care could have.","status":"publish","parent":0,"modified":1709766085,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1976},"headData":{"title":"Free child care exists in America — if you cross paths with the right philanthropist | KQED","description":"In a country with exorbitantly priced child care and in the absence of federal funding, the ultra-rich are fronting the cost of child care initiatives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In a country with exorbitantly priced child care and in the absence of federal funding, the ultra-rich are fronting the cost of child care initiatives.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Free child care exists in America — if you cross paths with the right philanthropist","datePublished":"2024-03-07T11:00:35.000Z","dateModified":"2024-03-06T23:01:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jackie Mader, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63295/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63295/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","authors":["byline_mindshift_63295"],"categories":["mindshift_21579"],"tags":["mindshift_21826","mindshift_20720","mindshift_21900"],"featImg":"mindshift_63302","label":"mindshift"},"mindshift_63148":{"type":"posts","id":"mindshift_63148","meta":{"index":"posts_1591205157","site":"mindshift","id":"63148","score":null,"sort":[1709722854000]},"guestAuthors":[],"slug":"creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","publishDate":1709722854,"format":"standard","headTitle":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","status":"publish","parent":0,"modified":1712330187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1279},"headData":{"title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","description":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","datePublished":"2024-03-06T11:00:54.000Z","dateModified":"2024-04-05T15:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\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\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","authors":["11759"],"categories":["mindshift_21512","mindshift_21385","mindshift_21579","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21471","mindshift_21718","mindshift_20851","mindshift_397","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_163","mindshift_231","mindshift_20934"],"featImg":"mindshift_63153","label":"mindshift"},"mindshift_63223":{"type":"posts","id":"mindshift_63223","meta":{"index":"posts_1591205157","site":"mindshift","id":"63223","score":null,"sort":[1708513249000]},"guestAuthors":[],"slug":"listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","title":"Listening to Black Girls to Cultivate Belonging in Middle and High School","publishDate":1708513249,"format":"standard","headTitle":"Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In surveys, Black girls in grades six to 12 said that seeing friends at school, teachers knowing their names, and getting opportunities to help peers contributed to their sense of belonging.","status":"publish","parent":0,"modified":1712330255,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1517},"headData":{"title":"Listening to Black Girls to Cultivate Belonging in Middle and High School | KQED","description":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In surveys, Black girls said that seeing friends at school, teachers knowing their names, and opportunities to help peers contributed to their sense of belonging.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Listening to Black Girls to Cultivate Belonging in Middle and High School","datePublished":"2024-02-21T11:00:49.000Z","dateModified":"2024-04-05T15:17:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/BrookeEdu\">\u003cspan style=\"font-weight: 400\">Brooke Harris-Thomas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed self-confidence and an interest in math at an early age, thanks to encouragement from her dad, who was a math teacher. Those early education experiences not only \u003c/span>\u003cspan style=\"font-weight: 400\">shaped her as a young student\u003c/span>\u003cspan style=\"font-weight: 400\"> but later in life as a special education teacher in math support and a researcher. Harris-Thomas, who is a postdoctoral research fellow at Purdue University, studies Black girlhood, math and belonging. She said that interpersonal relationships are important in affirming who you are and that belonging is not only a psychological experience, but a physical one too. Harris-Thomas’s lasting question is: “How do we let students’ interest drive us?” when creating places of belonging in schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Belonging matters at all ages, and especially as students enter middle and high school – times when their changing brains are acutely influenced by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62597/curlfriends-new-in-town-reminds-us-that-there-can-be-positives-of-middle-school\">\u003cspan style=\"font-weight: 400\">positive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america\">\u003cspan style=\"font-weight: 400\">negative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> emotions. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">Teens and tweens crave connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and school is one of their primary sites for social interaction. According to \u003c/span>\u003ca href=\"https://twitter.com/DrMBurnett\">\u003cspan style=\"font-weight: 400\">Marketa Burnett\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a developmental psychologist at University of Connecticut, cultivating belonging in an educational environment “needs to be an entire school effort.” Burnett’s work explores how educators and communities can support Black girls’ development holistically.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curriculum, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">school policies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, classroom design, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">interactions with teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62409/how-bibliocounseling-can-create-space-for-black-girls-and-girls-of-color-to-connect-in-school\">\u003cspan style=\"font-weight: 400\">relationships with classmates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can all add to or subtract from belonging in schools. When Black girls \u003ca href=\"https://www.kqed.org/mindshift/63160/5-cognitive-biases-that-shape-classroom-interactions-and-how-to-overcome-them\">encounter bias\u003c/a> in any of those domains, it can reduce their sense of belonging and hurt their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62841/7-strategies-to-ignite-active-learning-and-help-students-see-its-benefits\">\u003cspan style=\"font-weight: 400\">academic identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s why both Harris-Thomas and Burnett emphasized the need to listen to Black girls when assessing how to create belonging in a school setting. According to Harris-Thomas, this honors intersectional identities. In her survey research, Black girls in middle and high school said that seeing friends at school, teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">knowing their names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and getting opportunities to help peers and contribute to their school were all things that positively influenced their sense of belonging.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why belonging matters and what gets in the way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">\u003cspan style=\"font-weight: 400\">building interpersonal relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the school environment is essential to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400\">affirming students’ identities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Harris-Thomas is careful not to make generalizations about what will create belonging for all students of a certain identity. “Every Black girl is different,” she said. But there are some commonalities in the experiences that diminish belonging. “If I’m having a negative interaction with my peers, my teachers are not treating me very well, I don’t have that sense of closeness, my sense of belonging likely decreases in that space as well,” Harris-Thomas said. Because belonging is a basic human need as well as a psychological experience, when belonging is absent, it can weigh heavily on students’ cognitive load. “And wrestling with that takes cognitive resources away from [their] academics,” said Harris-Thomas. “It’s a lot to ask.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Harris-Thomas, when Black girls receive negative messages based on preconceived stereotypes, particularly in the field of math, it can decrease their sense of belonging. When surveying Black girls in grades six to 12 about their school experiences, Burnett found that “they’re aware of racism, they’re aware of sexism, they’re aware of the fact that these things happen because [they are] Black girls.” The girls pointed out experiences that they’d had as early as elementary school. “They talked about stereotypes that were specific to being Black, but also stereotypes specific to being a Black girl,” said Burnett. The girls reported that they heard these stereotypes from their peers, classmates and teachers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What educators can do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To begin thinking about how to cultivate belonging among students, Harris-Thomas said teachers can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">\u003cspan style=\"font-weight: 400\">take a hard look at the school environment and messaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said it’s important that teachers ask Black girls what belonging means to them. Being able to access help from a teacher or from peers can contribute to creating those safe spaces. Such support acts as “a stepping stone to feeling that sense of competence, which sometimes hinder students from feeling belonging or not,” she said.\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\">While the reasons students may not feel like they belong may differ, establishing a sense of belonging early and often is key, said Burnett. “It’s in our discipline policies. It’s in how we enforce \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">\u003cspan style=\"font-weight: 400\">dress code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s in how we talk to students, how we think about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">\u003cspan style=\"font-weight: 400\">recommending them for advanced courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the Black girls that Harris-Thomas worked with during her research \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">enjoyed group work and interactive work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Especially when it comes to math, Harris-Thomas pointed out that small group work gives students the opportunity to re-explain concepts or ideas to their peers. This allows students to be supportive of their peers and ultimately enhances their sense of belonging. “It just becomes a more embodied experience,” Harris-Thomas said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also welcomed the opportunity to receive help from educators in a way that is flexible. If a student lacks a sense of belonging and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">doesn’t feel comfortable to raise their hand in a large group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they may benefit from their teacher offering support in smaller group settings or allowing students to stay back and ask individual questions for five minutes after a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas said that it’s important to give adolescents \u003ca href=\"https://www.kqed.org/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish\">time and space to develop their identities\u003c/a>, especially for Black girls, because “there’s a sense in which society wants to make them adults quicker.” If the perceived age of a student is inflated, an educator’s expectations can differ “and then may not be developmentally appropriate,” Harris-Thomas said. This can lead to harsher discipline for Black girls. “Allowing Black girls to be girls, to make mistakes,” and not misinterpreting their energy and joy contributes to their sense of belonging in a school environment, said Harris-Thomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris-Thomas also encourages educators to connect with their students by sharing appropriate information about their own lives. This can create a healthy sense of connection between students and educators and helps to let the student know that their teacher is interested in their lives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also encourage goal-oriented thinking by asking Black girls about their future education plans and underscoring the \u003ca href=\"https://www.kqed.org/mindshift/58492/how-do-you-cultivate-genius-in-all-students\">brilliance that already exists in this student population\u003c/a>, Burnett said. She hopes that “Black girls see themselves as beautiful and brilliant and worthy,” and that they don’t feel that there are qualifications they must meet for their intersecting identities. “A lot of times people tell [Black girls] how they’re supposed to feel or how they’re supposed to act, or what they’re supposed to want or desire for themselves,” but “we should all take a step back and just listen first,” said Burnett.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, \u003ca href=\"https://www.kqed.org/mindshift/53512/how-schools-can-help-teachers-understand-and-address-racial-bias\">culturally affirming training\u003c/a> for educators can go a long way toward helping teachers create spaces for belonging in a school setting. Educators can begin to recognize cultural practices and traditions in the classroom, going \u003ca href=\"https://www.kqed.org/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom\">beyond the limited scope of Black History Month\u003c/a> in February. She also said teachers should select resources that \u003ca href=\"https://www.kqed.org/mindshift/63106/learning-from-student-language-instead-of-prohibiting-it\">reflect their students\u003c/a> and “where students can see themselves in the curriculum and not just be about slavery.” If there isn’t a collective school effort to explore the diversity of Black girlhood, “we’re giving our Black girls these mixed messages, and those messages may end up being louder” than ones that amplify belonging, said Burnett. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Connecting with families to support belonging\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Harris-Thomas taught in K-12 classrooms, she often heard colleagues declare that “parents just don’t care about their children’s success.” This mindset, she said, hinders relationships between teachers and caregivers. “Parents really do want to be involved, really do want to see their children succeed,” said Harris-Thomas. If an educator is \u003ca href=\"https://www.kqed.org/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction\">dedicated to getting parents involved\u003c/a>, it will allow for more creative approaches to family engagement, she continued. For example, she suggested capitalizing on school events like sports games that parents may already attend as an opportunity to engage with families. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Burnett, a lot of the work towards belonging for Black girls happens at home with their caregivers, families and communities. Although not all parents can leave work to participate in daytime meetings or events, “that doesn’t mean that they’re less engaged in their child’s learning or feel less excited about the possibilities of what their child can do in the future,” Burnett said. Opening dialogue and asking families for feedback can get everyone working toward an answer to the same question: “How can we ensure that we’re really setting our children up to thrive?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school","authors":["11759"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_21579","mindshift_193","mindshift_20874"],"tags":["mindshift_21093","mindshift_21322","mindshift_21250","mindshift_21342","mindshift_21455","mindshift_21473","mindshift_21015"],"featImg":"mindshift_63225","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You 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. 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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. 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