Can a Truly Student-Centered Education Be Available to All?
Is School For Everyone? Some Say 'No'
Busting Stereotypes: A Homeschool-Public School Partnership That Works
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This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","status":"publish","parent":0,"modified":1449643188,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/0N1OP6VeL4c","https://player.vimeo.com/video/16116168"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1458},"headData":{"title":"Can a Truly Student-Centered Education Be Available to All? | KQED","description":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can a Truly Student-Centered Education Be Available to All?","datePublished":"2015-12-08T08:00:00.000Z","dateModified":"2015-12-09T06:39:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41562 http://ww2.kqed.org/mindshift/?p=41562","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/","disqusTitle":"Can a Truly Student-Centered Education Be Available to All?","path":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\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 focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20889","mindshift_20891","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20718"],"featImg":"mindshift_43011","label":"mindshift"},"mindshift_41476":{"type":"posts","id":"mindshift_41476","meta":{"index":"posts_1591205157","site":"mindshift","id":"41476","score":null,"sort":[1441348498000]},"guestAuthors":[],"slug":"is-school-for-everyone-some-say-no","title":"Is School For Everyone? Some Say 'No'","publishDate":1441348498,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","status":"publish","parent":0,"modified":1441348498,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/122923022","https://player.vimeo.com/video/56493224","https://www.youtube.com/embed/Eq1rXdDWXrM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1753},"headData":{"title":"Is School For Everyone? Some Say 'No' | KQED","description":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is School For Everyone? Some Say 'No'","datePublished":"2015-09-04T06:34:58.000Z","dateModified":"2015-09-04T06:34:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41476 http://ww2.kqed.org/mindshift/?p=41476","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/","disqusTitle":"Is School For Everyone? Some Say 'No'","path":"/mindshift/41476/is-school-for-everyone-some-say-no","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\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>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41476/is-school-for-everyone-some-say-no","authors":["234"],"categories":["mindshift_192","mindshift_193","mindshift_20874"],"tags":["mindshift_20879","mindshift_20889","mindshift_20784","mindshift_1040","mindshift_289","mindshift_20865","mindshift_20718"],"featImg":"mindshift_41494","label":"mindshift"},"mindshift_41118":{"type":"posts","id":"mindshift_41118","meta":{"index":"posts_1591205157","site":"mindshift","id":"41118","score":null,"sort":[1438261200000]},"guestAuthors":[],"slug":"busting-stereotypes-a-home-school-public-school-partnership-that-works","title":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","publishDate":1438261200,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>[contextly_sidebar id=\"QzARS6gwlEYnrXX9BTct4ZKrKbVpubNI\"]\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really good dedicated parents and intelligent kids who are getting a good education,” Bermingham said. “It’s just different.”\u003c/p>\n\n","blocks":[],"excerpt":"A partnership between homeschoolers and the public system in Michigan is enriching education for both groups.","status":"publish","parent":0,"modified":1438215095,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1563},"headData":{"title":"Busting Stereotypes: A Homeschool-Public School Partnership That Works | KQED","description":"A partnership between homeschoolers and the public system in Michigan is enriching education for both groups.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","datePublished":"2015-07-30T13:00:00.000Z","dateModified":"2015-07-30T00:11:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41118 http://ww2.kqed.org/mindshift/?p=41118","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/30/busting-stereotypes-a-home-school-public-school-partnership-that-works/","disqusTitle":"Busting Stereotypes: A Homeschool-Public School Partnership That Works","path":"/mindshift/41118/busting-stereotypes-a-home-school-public-school-partnership-that-works","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\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>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are really good dedicated parents and intelligent kids who are getting a good education,” Bermingham said. “It’s just different.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41118/busting-stereotypes-a-home-school-public-school-partnership-that-works","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20784","mindshift_1040","mindshift_289","mindshift_70"],"featImg":"mindshift_41129","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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